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EDUCATIONAL SURVEY 

OF THE 

PUBLIC SCHOOLS 

OF 

BROOKLINE, MASS. 



EDUCATIONAL SURVEY 

OF THE 

PUBLIC SCHOOLS 

OF 

BROOKLINE, MASS. 







1917 
Published by The School Committee 



LA 2oL> 

'738/15 

^7 



PRESS OF 

MURRAY AND EMERY COMPANY 

KENDALL SQUARE, CAMBRIDGE 



V 



P., 

Ftb 



or t^. 
21 1919 



TABLE OF CONTENTS. 

Page 

Letter to the School Committee 1 

Scope of the Survey 

Method of the Survej- 
Summary of Cdnclusions 5 

CHAPTER 1 — THE BROOKLINE COMMUNITY ... 27 

Special group of 17 selected cities 
Nativity of the poi)uhition 
Large proportion of females 
Small proportion of children 
Superior intelligence of people 
Occupations of the people 
Manufacturing establishments 
Distribution of wealth 
Total wealth of Brookline 

CHAPTER II — THE SCHOOL SYSTEM 43 

Liberal expenditures 
Short daily sessions 
Class promotions 
Freedom of the teacher 
Size of classes 
Supervision of the schools 

CHAPTER III — SCHOOL FINANCES 51 

Analysis of cost — general control 
Analysis of costs — - elementary schools 
Analysis of costs — secondary schools 

CHAPTER IV — SCHOOL BUILDINGS AND EQUIPMENT 82 

Size of plant 

Small primary schools 

Location 

Districts 

Upkeep of plant 

Outdoor and indoor ujikeep 

Janitors and their work 



iv Table of Contents 

Page 

ELEMENTARY SCHOOLS 92 

Lighting 
Blackboards 
Seating 
, Toilets 
Special rooms 
Heating and ventilating 
Fire risks in basements 
Attics 
Corridors 
Auditoriums 
Cooking rooms 
Stairs 
Exits 

Fire escapes 

Fire extinguishers and alarms 
Building regulations 

HIGH SCHOOL 146 

Location 

Remodelling old building 

Size of rooms 

Light 

Toilets 

Special rooms 

Heating and ventilating 

Fire risk 

PRACTICAL ARTS AND MANUAL TRAINING BUILDINGS 156 

Heating plant 

Stairs 

Exits 

Corridors 

Attic 

Fire escapes 

Lighting 

Heating and ventilating 

Toilets 

Rest rooms needed 

Kindergarten 

PUBLIC GYMNASIUM 164 



Table of Contents v 

SUM:MARY of existing conditions and plans for Page 
THE FUTURE 165 

Mistaken economy 

Architects 

Old errors copied 

School census an aid 

Remaking old buildings 

Longwood 

Lawrence 

Sewall, Parsons, Lincoln 

New elementary school needed 

Newton Street school 

High school 

Manual Training building 

Senior high school 

Building policy needed 

Chestnut Hill section 

CHAPTER V — THE SCHOOL POPULATION .... 176 

The school census 

Distribution of enrollment 

Attendance 

Ages at which pupils will complete the schooling 

Progress of pupils 

Ehmination of pupils from school 

The attendance office 

Records and reports 

CHAPTER \T — PROVISIONS FOR SAFEGUARDING HEALTH 207 

(a) Health Environment and Physical Training 
The need of play fields, gymnasiums and baths 
The grammar school gymnasiums inadequate 
Baths in high school gymnasiums 
Difficulties in schedule-making 

Time required for proper exercise 
Value of accurate records 
Work in corrective gymnastics commended 
The pubhc gymnasiums and baths 
Lack of correlation 

(b) Health Work and Medical Inspection 
How the work started 

Legal provisions 
The staff 



ci Table of Contents 

Page 

•CHAPTER VI — Continued 
Policy of laissez faire 
An interview 

Inspection for contagious disease 
Examination for physical defects 
Comparative findings 
Reports 

Notices to parents 
Preventive work 
Dispensaries 
School nurse 

Vision and hearing tests 54 

Special classes for physically handicapped children 
Fresh air class 

Physical training department 
Clinics 

School feeding 
Costs 
Recommendations 

CHAPTER VII — THE KINDERGARTENS 262 

Liberal provision for kindergartens 
Organization and teaching force 
Program and methods of instruction 
Spirit and professional attitude 

CHAPTER VIII — THE COMMON BRANCHES .... 268 
History 

Standard tests in common branches 
Arithmetic — fundamentals 
Arithmetic — reasoning 
Spelling 
Penmanshi]^ 

Reading — speed of silent reading 
Readinn, — quality of reproduction 
Composition 

CHAPTER IX — THE SPECIAL BRANCHES 28S 

Drawing and handwork in primary grades 
Drawing in grammar grades 
Domestic science and domestic art 
Manual training in Grades V to IX 
Music 



Table of Contents oii 

Page 
CHAPTER X — GRADES VIII AND IX . . . . 299 

The certificate to high school 
Promotion and non-promotion to high school 
Size of chissRs 
Age of pupils in Grade IX 
.Teachers' assignments in Grade IX 
Differentiation of work 
Cost of Grade IX 
Why continue Grade IX 
A Junior High School for Brookline 

CHAPTER XI — THE HIGH SCHOOL 322 

Distribution, elimination and graduation of pupils 

Brookline s?hool graduates to college 

Memt)ership by grades in successive years 

Distribution by courses 

Building and equipment 

Program of studiss and cm-riculums " 

Hiph school shop work 

Organization and management 

X^umber of recitation classes of various sizes 

D-sciphne 

Teachers' assignments 

Departmental grouping of "Instructional Loads" 

Effect of organization on costs 

Teachers and teaching 

High school salaries 

High school failures in three years 

CHAPTER XII — THE SCHOOL OF PRACTICAL ARTS . . 382 
Aim of the school 
Obstacles to development 
Suggested rearrangement of shops 
Additional types of activities needed 
Occupations of citizens of Brookline 
Vocational inquiry in Grades VII to IX 
Discrepancy' between occupations of fathers and aspirations of 

children 
Birthi)laces of fathers 

Extent to which children expect to complete their education 
Summary and recommendations 

CHAPTER XIII — A DEMONSTRATION SCHOOL FOR 

BROOKLINE 400 

APPENDIX 408 



SCHOOL SURVEY OF BROOKLINE, 
MASSACHUSETTS 



Springfield, Mass., April 23, 1917. 

To the School Committee of Brookline: 

I have the honor to present herewith a report of an educa- 
tional survey of your schools made under authority voted at 
your meeting held June 5, 1916. During the month of June 
of that year prehminary studies were made and a Plan of Survey 
was drawn and submitted for your approval. 

In carrying out the Plan of Survey I secured the assistance 
of a corps of workers each of whom had a broad knowledge of 
schools and school procedure in general, and in addition expert 
knowledge in a particular field. Though each of my colleagues 
gave chief attention to that phase of the work which represented 
his predominant interest there was more or less overlapping and 
thus the view of each worker was checked by one or more mem- 
bers of the staff as well as by the Director of the Survey who 
assumes full responsibihty for the report as a whole. 

The Survey Staff. 

James H. Van Sickle, Superintendent of Schools, Spring- 
field, Mass., Director of the Survey. 

Henry S. West, Professor of Secondary Education, Univer- 
sity of Cincinnati, Ohio; formerly Assistant Superintendent of 
Schools, Baltimore, Md. 

Harlan Updegraff, Division of Education, University of 
Pennsylvania; formerly SpeciaUst in Education, United States 
Bureau of Education, Washington, D. C. 

George Drayton Strayer, Professor of Educational Ad- 
ministration, Teachers College, Columbia University, N. Y. 

1 



2 School Survey of Brookline 

Egbert E. MacNary, Director of Vocational Education and 
Practical Arts in the Schools of Springfield, Mass. 

May Ayres, Specialist ' in Hygiene and Sanitation, New 
York City. 

Bertha M. McConkey, Assistant Superintendent of Schools, 
Springfield, Mass. 

James H. McCurdy, M.D., Director of Physical Training, 
Y. M. C. a. College, Springfield, Mass. 

Wilbur F. Gordy, Hartford, Conn. ; formerly Superintendent 
of Schools, Springfield, Mass. 

Edwin A. Shaw, Department of Education, Tufts College, 
Mass. 

The Method of the Survey. 

It was not convenient for all members of the Survey Staff 
to be in BrookUne at the same time. In this there was a certain 
advantage for since their observations on the ground were dis- 
tributed over a period of six months the Director was able to 
take up with each member in turn the particular phase of the 
study allotted to him and in this way to gain the necessary insight 
into the complex problems involved which would enable him 
to present a unified report. Though the Director holds himself 
responsible for each and every part of what is here presented, 
the report represents the combined judgment of all who par- 
ticipated in the Survey. As the work progressed there were 
frequent consultations and toward the close formal conferences 
were held at which every item here presented was dully discussed. 

Conferences were held with members of the School Com- 
mittee, with the Superintendent, the principals, the teachers 
and others; classrooms were visited and tests were made of chil- 
dren's work in the common branches. Co-operation of all con- 
nected with the schools and with others having knowledge of 
them was sought, so that every one might show his point of view- 
concerning any matter under examination. Other sources of 
information were consulted, such as printed reports, — nation, 
State, and town, and those of the School Committee. The 
l)ublished Courses of Study and the rules of the School Com- 



Letter to the School Committee 3 

mittee were examined. An expert accountant was employed 
to secure first-hand information from financial records in Brook- 
line, and another to gather statistical data obtainable only by 
examination of unpubhshed records in the Bureau of Education 
at Washington, D. C. 

It was the aim of the Survey Staff to specify and commend 
the good found and to indicate places and means for improvement. 
They found much to admire. Nevertheless the space in the 
report devoted to the approval of those features which attracted 
the favorable notice of the Survey Staff is necessarily less than that 
devoted to the shortcomings of the system and the changes recom- 
mended; for in suggesting changes a full statement of each need 
as seen by the Survey Staff must be followed by an equally clear 
and detailed statement of the remedy recommended in each 
instance. This takes much space, but since constructive criticism 
is what the School Committee had in mind in ordering the Survey, 
the attitude of the Survey Staff in the form of presentation is 
not likely to be misunderstood. 

The co-operation which was accorded the Survey Staff by 
the School Committee and its officers and employees from the 
beginning to the end of the study was of the most satisfactory 
character. The Superintendent placed at our disposal all of 
the facihties of his office, and gave time and attention without 
stint to everything which could aid us in getting a detailed and 
comprehensive view of the schools in all phases of their activity. 
His attitude of cordial co-operation was reflected in the teachers. 
They were most cordial and helpful. There was an entire ab- 
sence of any appearance of constraint in their deahngs with us. 
They wished us to see the schools in their every-day aspect and 
to that end proceeded with regular work except when asked to 
make way for the "standard tests." Their valuable assistance 
in the testing is acknowledged in the chapter devoted to that 
phase of the Survey. I take pleasure here in expressing my 
appreciation of the highly professional attitude of the Brookline 
teaching force as shown during the months in which the Survey 
was in progress. 



4 School Survey of Brookline 

Brookline has been a pioneer in nearly all phases of education 
which are agitating the pubUc mind today. Scarcely a feature 
of school work which has justified itself and become permanent 
in any progressive community the country over is lacking. It 
is inevitable that a system so long in existence should have in- 
heritances from the past that are sources of embarrassment — for 
instance, builcUngs not modern, but too good to be abandoned, 
and traditions which have almost the force of laws. Many of 
the criticisms made in this report would apply with equal or 
even greater force to every school system of equal age. Criticisms 
and the corresponding recommendations, it will be observed, 
grow largely out of questionable economy in the amount of 
supervision furnished, out of old conditions and out of forms of 
organization that are trachtional. It is the behef of the Survey 
Staff that a community imbued with so high a degree of civic 
pride, so wilKng to pay hberally for what it considers to be 
good, and having in its employ a school staff so capable and for- 
ward-looking, will leave no means unused to free its schools from 
every tradition which hampers their best development. 

Respectfully submitted, 

James H. Van Sickle, 
Director of the Survey. 



SUMMARY OF CONCLUSIONS. 

The Brookline Community. 

1. Brookline is a wealthy town. In both assessed and real 
valuation per capita of population it is one of the highest in the 
United States. 

2. Brookline has always in recent years been hberal in sup- 
port of her pubhc schools, one of the most hberal in the State, 
always ranking close to the top in a table in the State report 
showing the amount spent per pupil. At the same time in her 
amount per $1000 of assessed valuation of taxable property that 
has been expended she has uniformly been among the very lowest. 
She is, in fact, so wealthy that the largest appropriation put upon 
her causes but the shghtest strain. 

3. BrookUne is a progressive residential town whose popula- 
tion is increasing more rapidly than the nonnal for cities of the 
same population group, a town of wealth and culture, of many 
eminent men and women, of many leaders, of many unmarried 
females, of many servants^ and hence a town of few children, a fairly 
large proportion of whom are of foreign birth and of low economic 
concUtion; a community which within itself furnishes but meager 
vocational opportunities for these children, yet which, being 
really a part of the Boston metropohtan district, may afford 
for all children a far wider range of opportunity than most cities 
of its size. 

Distinctive Features of the Brookline School System. 

1. The system comprises the kindergarten, the elementary 
school of nine grades and a high school of four grades. 

2. The system is characterized by liberal expenditures, by 
adherence to the best traditions of school management as regards 
the respective functions of School Committee and Superintendent 
as chief executive officer, by the very unusual freedom accorded 
the teachers, by short daily sessions ending at 1.30 p.m., by ab- 

5 



6 School Survey of Brookline 

sence of hard and fast district lines, by the one-j'ear interval 
between classes, by whole class versus individual promotion and 
by small classes both in elementary schools and high schools. 

3. The amount of supervision provided is exceptionally 
small, so small as to be out of harmony with the standards set by 
the town in its expenditures generally. The Superintendent 
needs an assistant and an additional clerk. Additional super- 
vision is needed in the special branches. 

School Finances. 

1. In this report the comparison of costs is limited to cities 
that are most like Brookline in wealth, intelligence of the popula- 
tion, proximity to url:)an centers, absence of industrial and com- 
mercial hfe and reputation of schools — all of which factors have 
a tendency to promote high costs of education. 

2. Brookline ranks third among the 17 selected cities in 
total cost of elementary schools. Her third rank is made up 
of a combination (1) of relatively high expenses for principals, 
janitors, textbooks, and heat, hght, power, and janitors' supplies, 
(2) of relatively very low^ expenses for supervisors and libraries, 
and (3) of costs for the other items lying between these two ex- 
penses. 

3. On the whole, there is a better distribution of expenses in 
the secondary schools than in the elementary schools. 

4. The wealth of Brookline is so great and the number of 
children enrolled in proportion to her population is so small 
when compared Math other cities that notwithstanding she gives 
to the support of her schools almost as much as any other city 
for each pupil, she still gives the least per cent of her total town 
expenditure to schools. In order to come up to the median of 
the selected group of cities she would have to increase her school 
expenses by 83 per cent. 

5. While Brookhne ranks relatively high in the selected list 
of cities in total costs of her schools, in the opinion of the Survey 
Committee she is not spending too much. Better distribution 
of expenses in some directions might be made, yet there should 
be no curtailment. On the contrary, in some directions, notably 



Summary of Conclusions 7 

in buildings and equipment, larger expenditures are called for. 
Brookline can well afford to carry out the conservative building 
program, and proceed with the organization of the new types 
of schools, courses and activities recommended in this report. 
Also she can and should increase the administrative and super- 
visory forces. The schools of the future will have to put 
larger portions of their money into administration and super- 
vision than in the past, especiaUy in the school systems that are 
going to stress attention to indi\adual differences and needs. 
Brookline could double the amount now spent upon each pupil 
without placing any greater burden upon her taxable property 
than is now borne by Springfield, the city occupying the middle 
position in the hst, and her school support could be trebled with- 
out causing so great a burden as that which Yonkersis now bearing . 

Buildings and Equipment. 
It has been Brookhne's poUcy to have its primary schools 
and kindergartens located near the homes of the children. , In the 
fall of 1916 the school department maintained six primary build- 
ings, each for less than 130 children. These six buildings are 
uniformly old and poorly planned, badly heated and ventilated, 
dangerous in case of fire, and ill adapted to modern educational 
requirements. It is the opinion of the Survey Staff that: 

1. The children who attend the Newton Street one room 
school should be transported in the. school barges to the Heath 
School, where they would have superior advantages. 

2. The children of the kindergarten and the first three 
grades in the Chestnut Hill section should continue as now to be 
transported by barge and trolley to the Heath School, at least 
until the population of that section increases to such an extent 
as to furnish a full room of each of these grades. 

3. Objections to mode of conveyance be met by use of modern 
closed, warmed and motor-driven barges, such as the market 
now affords. 

Two of the grammar schools, the Lawrence and the Lincoln, 
are equally unfit for continued use. The former might be dis- 
pensed with or its site used for a new consolidated primary school; 



8 School Survey of Brookline 

the latter should be replaced by a large public school building 
of the most approved modern type, located on a. site as near the 
village square as possible, so that the best that the town can 
supply shall be available for children whose need is greatest. 
There is no single investment which the town could make more 
likely to result in improved social conditions than the placing 
of a sociaUzed modern school in the heart of this most congested 
portion of Brookhne. 

The poUcy of systematic and continuous attention to the 
upkeep of old buildings is to be commended. All are in a good 
state of repair. 

With two exceptions the janitors employed in the Brookline 
system give the impression of being competent, dihgent and 
keenly interested in the welfare of the schools under their charge. 
There is no definite basis for amount of salary or number of 
assistants. To make a schedule is a difficult problem. ]\Iuch 
of the information needed could best be secured by a committee 
chosen from among the janitors themselves. The total expendi- 
ture for janitors' salaries is relatively high, but in considering this 
fact the decision of the Brookhne janitors to ignore the eight- 
hour law and to put in such hours as prove to be necessary should 
be given due weight. This report suggests that definite hours 
of work and specified tasks, together with two or more weeks 
of paid vacation, be estabhshed for all janitors during the summer 
months. 

There are no school districts in Brookhne. As a result, 
class distinctions are more closely marked between Brookhne 
schools than is generally the case between schools of other Ameri- 
can communities. Brookhne has given its worst buildings to 
children whose need is greatest. Responsibihty for specific 
conditions is not fixed on definite groups, hence unsatisfactory 
conditions go unchallenged. 

Twenty years ago school buildings were being erected with 
unilateral lighting, flat roofs, fireproof stairways in separate 
stair towers, sunken wardrobes, first floor auditoriums, dispen- 
saries, gymnasiums and shower baths. Brookhne's newest school 
buildings fail to measure up to the best modern standards. Old 



Summary of Conclusions 9 

errors have been copied in new buildings. For specific and de- 
tailed criticisms of each school building in Brookline the reader 
is referred to the text. 

It is mistaken economy to go on from year to year without 
a comprehensive building plan. The school authorities should 
adopt a systematic, well-thought-out building policy so that 
new houses shall be erected when they are needed, where they 
are needed, and according to the most approved modern plans. 
It is possible to predict movements of population ^vith consider- 
able accuracy, and needs may be outUned for at least a ten-year 
period. 

Certain grammar and primaiy schools should be replaced 
by new buildings. The high school is unsuited to permanent 
use and its plan is such as to preclude the possibihty of satis- 
factory alteration. A Junior High School is needed to provide 
the best educational environment for pupils above Grade VI, 
and below Grade X. It is also needed to reheve present conges- 
tion in certain grammar schools, and to provide for future in- 
crease of enrollment in these grades. Other buildings are in need 
of repairs and alterations to make them sanitary and safe. 

As rapidly as possible Brookline should begin and carrj'^ 
forward the following new l^uilding projects, meanwhile render- 
ing such existing buildings as are to be in permanent use both 
sanitary and safe. 

1. A Junior High School on or near the high school campus. 

2. A new" elementary school to take the place of Sewall, 
Parsons and Lincoln. 

3. A Senior High School in successive sections on the present 
commanding site. 

4. Addition of a third floor to the Manual Training building. 
Within ten years all of the above should be accomplished. 

By reason of her exceptional wealth Brookhne can carry out this 
building program with the minimum of embarrassment. Her 
widely known aim to give her children the best possible educa- 
tional advantages, her reputation for progressiveness and her 
emphatic need of the accommodations here recommended, all 
argue for prompt and positive action upon this building program. 



10 School Survey of Brookline 

School Enrollment. • 

1. In November, 1916, there were enrolled in the elementary 
schools 3080 pupils and in the high schools 704 pupils. 

2. The average size of classes in the elementary schools is 
30, a number commonly JDeheved to be as large as is consistent 
with efficiency of instruction. 

3. Of 70 Massachusetts towns Brookline is one of eight hav- 
ing the lowest per cent of attendance. The schools having the 
poorest records are attended by the children of the more in- 
telligent and well-to-do parents. 

4. Of 32 cities compared BrookHne has the largest per- 
centage of over-age pupils in its elementary schools. In other 
words, if they remain in school a larger number will complete 
their elementary education at an age greater than the normal 
than in any other of these cities.* 

5. A school system cannot be said to be doing its duty to 
society unless it adapts its organization of classes and its Course 
of Study to meet the needs of the large class of over-age children. 
This over-age condition in the Brookline schools is inconsistent 
with their reputation and hampering to their usefulness. 
Both the parents and the schools are responsible; the parents for 
late entrance and irregular attendance of pupils, and the schools 
for the superfluous ninth grade, for mass promotion, and the 
short school day. 

6. At least as much emphasis should be placed upon the 
rapid advancement of capable individuals l:)e3^ond grade as to 
keeping laggards up to grade. To meet the situation presented 
by the data of this chapter relating to age and progress the Survey 
Committee recommends that classes be organized as far as 
possible according to the ability of pupils; that special classes 

* The holding power of the schools is shown by the fact that but three 
pupils left to go to work at 14, while but three left to go to work lower than 
the seventh grade. I^otwithstanding the fact that many pupils are over-age, 
those whose circumstances compel them to seek employment reach higher 
grades than pupils similarly circumstanced in most cities. This speaks well 
for the interest in their pupils and the power to win and hold them exemplified 
in the teaching force. 



Summary of Conclusions 11 

be formed for backward pupils; that additional unassigned 
teachers be provided; that a central Junior High School be 
organized to comprise all classes of Grades YII, Ylll, IX, and 
X, to be entered normally between the ages of 12 and 13 and 
to be completed in three years, through dropping out the present 
ninth grade; organization of program to permit due flexibility 
in courses and rapid advancement on the ])art of the more 
capable, and that the Senior High" School, A\-ith a course of three 
years, be entered normally at 15 and completed at 18. 

The Attendance Office. 

1. Taking into account the limitations under which the 
attendance work is performed it is well done, but the attendance 
officer needs his whole time for the work. The duties connected 
with the stock room and the dehvery of supphes to schools now 
required of him should be transferred to the clei'k having charge 
of school property. 

2. A continuing census should be instituted and kept up to 
date by the attendance officer with the assistance of principals 
and teachers. 

3. The school attendance office should be developed so that 
it may render service as a vocational guidance bureau. 

Records and Reports. 

1. There is a striking lack of records in the Brookline school 
system. By no means enough information about the elementary 
sqhools, the high school and School of Practical Arts and their 
pupils is being recorded, systematically accumulated and periodi- 
cally analyzed and reported in statistical form. 

2. The financial accounting is accurate but crude and in- 
adequate, and of little value in determining the efficiencies of 
costs. 

3. The budget system needs to be reorganized in order to 
make it an efficient instrument for inteUigent control. 

4. Records in the field of equipment and supplies are as in- 
definite as in the other fields. 



12 School Survey of Bbookline 

5. The following pupil records are needed: (a) Permanent 
record of quality of work, (6) progress of pupils through the 
grades, (c) failure in each study, (d) ^vithdrawal from school, 
(e) location of each child of school age in school, pubhc or private. 

6. The accounting system should be reorganized so as to 
permit a distribution of expenses in accordance with the classi- 
fication of the national office of education. 

7. The budget and the monthly and annual financial reports 
should be revised so as to be in accord with the national system 
of school accounting. 

Health Environment and Physical Training. 

1. The pupils in upper grammar grades need play fields, 
gymnasiums and baths as an adequate environment for activity. 
In several instances play fields are lacldng and in others they are so 
far from the school buildings as to diminish their value. 

2. All of the grammar school gymnasiums are inadequate 
from the modern standpoint. The ceiUngs are too low, many of 
them are too small and the play space is encroached upon by the 
presence of posts. 

3. The high school classes use the Brookhne Public Gym.- 
nasium. The gymnasium for girls is reached by chmbing three 
flights of stairs. It is not completely equipped. The shov.-ers 
are badly placed and consequently are little used. 

The gymnasium used by the boys is large and well equipped, 
but the bathing facihties are poor. The joint use of the gym- 
nasium by the school and the pubhc presents for the school 
schedule-making chfficulties which hmit the use made of the 
plant. 

4. The classroom schedule should be arranged to permit 
each child in the upper grammar grades and the high school 
to have in addition to the recess 40 minutes for vigorous exercise 
twice each week, with 20 additional minutes allowed for bathing. 
The schedule for the lower grades should arrange for the recess 
period, for two 30-minute periods of gymnastics or play per week 
and for three daily periods of exercise of four minutes each. 

5. In the high school, physical examinations proceed so 



Summary of Conclusions 13 

slowly in the opening weeks of school that much time is lost in 
the phj^sical training work by a late start. The physical examina- 
. tions should be better organized. 

6. Both in the elementary schools and the high schools the 
phj'sical examination records are inadequate. Careful records 
should be kept and they should be made available both to the 
regular teachers and the physical training teachers in whose classes 
these pupils are working. 

7. Much excellent work has been done under poor adminis- 
trative conditions. The work accomplished in corrective gym- 
nastics deserves special commendation. This section of the 
work in the elementary schools should be increased. 

8. The joint use of the pubhc gymnasium and baths by 
adults and school pupils under separate control results neces- 
sarily in some lack of correlation. Brookline's ultimate high 
school should have its own gymnasiums and baths. 

9. The recommendations of this report call for a little more 
than twice the present instruction in physical training. The 
fact that Brookhne is now doing as well as many other com- 
munities in this field does not remove from the Survey Committee 
the obligation of pointing out the best modern standards in mak- 
ing provision for the physical needs of youth. 

Health Work. 

1. Classroom Visits. Weekly room inspections should be 
placed in the hands of the teacher or nurse. If any child needs 
the doctor a special call should be sent in to him. 

2. Yearly Examinations, (a) Each inspector should have a 
definite idea of what he is expected to look for. (b) He Should 
clearly understand the degree of defectiveness which demands 
(1) that it be entered on the card; and (2) that parents be notified, 
(c) He should know exactly what the terms used by every other 
inspector mean, (d) He should be required to enter all results of 
examinations on the individual pupil health cards instead of in 
blank books or on loose sheets of paper, (e) He should be re- 
quired to give regular written reports on examinations made, 
defects found and defects remedied. (/) These reports should be 



14 School Survey of Brookline 

regularly compared in staff conference so that each inspector may 
gain a clear understanding of what other memljcrs of the staff are 
doing, (g) A detailed report of work accomplished should be 
part of the printed record issued annually by the School Com- 
mittee. 

3. Follow-up Work, (a) A system of follow-up work should 
be established in order to insure treatment of defects found. Such 
a system should include "return cards" from parents, interviews 
with parents, and home visits by nurses, (h) Work of physicians 
should ))e judged by the proportion of defects discovered which 
receive treatment. 

4. Preventive Work. Definite and uniform policies should 
be adopted providing for health instruction for pupils, health 
conferences with teachers, systematic calling of parent conferences, 
talks with inchvidual parents, inspection of hygienic conditions in 
school buildings, and health classes for janitors. Plealth educa- 
tion should be made the most important part of the medical 
inspector's work. 

5. Dispensaries. Dispensaries for doctors and nurses 
should be fitted up in every school building except the Devotion 
grammar. Medical inspection cannot be effective without ade- 
quate facilities for carrying on the work. 

6. Sight and Hearing, (a) Physicians should co-operate in 
helping teachers to give tests of vision and hearing, and in securing 
treatment for those children who need it. (b) Classrooms with 
special lighting and seating facilities, and teachers with special 
training, should be provided /for the 90 children discovered in 
Brookline with serioush" defective vision. 

7. Fresh Air Class. If fresh air classes are to be maintained 
they must provide pure air, opportunity for outdoor sleep and an 
abundance of hot food. The class at the Parsons School is neg- 
lected. It should either receive scientific attention or be 
abolished. We suggest that in the new elementary school build- 
ing recommended to take the place of the Sewall, Parsons and 
Lincoln Schools, plans be made to maintain a real open air class 
for anemic children, under close medical supervision. 

8. Physical Training Department. Closer co-operation should 



Summary of Conclusions 15 

exist ])etween the Physical Training and the Medical Inspection 
Departments. At present each is handicapped by lack of assist- 
ance from the other. Medical inspectors should stimulate, en- 
coui-age and advise the Phj'sical Training Department to fui'thcr 
the health campaign by special training for varying gi-oups of 
physically defective children. 

9. Clinics, (a) In sending children to the dental clinic we 
urge that work he started with first-grade pupils and extended 
upward if time permits. As first grades are promoted they should 
be followed up so that eventually all children will have received 
dental care from their first days in school. The plan should be 
to concentrate effort on children whose teeth are still sound; to 
prevent rather than attempt to cure. (6) Eye, ear-nose-throat, 
and orthopedic clinics should either be estabhshed in BrookUnc, or 
else arrangement should be made by the town to secure chnical 
privileges for Brookline children in neighboring cities. 

10. ScJwol Feeding. If the one-session plan is adhered to, 
a system of school lunches should be estabhshed, under the direc- 
tion of a skilled dietitian. Cooking should be done at a central 
kitchen, and food distributed by automobile to the different school 
builcUngs. School lunches should neither be made a matter of 
charity nor a commercial proposition, but should be regarded as 
an important educational activity. 

11. Reorganization. Reorganization of the Medical Inspec- 
tion Department is an essential step in the eftoi't to increase 
efficiency. Changes must be made along four lines: Increased 
funds, moi-e nurses, fewer doctors, leadership, (a) The question 
of a larger budget for health work in the Brookhne schools has 
already been under chscussion. No effective organization can be 
secured until more money is available. Physicians should not be 
tisked to give their services at the low rate of compensation now 
offered; and if adequate services are to be secured the town must 
offer salaries large enough to attract competent people. Medical 
inspection has now outgrown the charity stage of development. 
(6) The number of school nurses should be increased. At least 
two more are needed on the force. The State law is somewhat 
obscui-e upon the question of employing nurses for school service, 



16 School Survey of Brookline 

but it is almost certainly true that legal means may readity be 
found whereby BrookUne may increase her number of school 
nurses. The intent of the Massachusetts law is to encourage, 
not to discourage, the employment of nurses to carry on public 
health work. This matter is so important that steps should be 
taken at once towards making the necessary arrangements for 
adding at least two registered nurses with school experience to 
the staff. No other investment of pubhc money will yield so rich 
a return in improved health conditions, (c) Brookline should 
certainlj'- reduce the number of inspectors and increase the time 
required of each one. No one can do effective work at a task on 
which he spends only 108 hours a year, scattered over a period of 
nine months. There should be at least one physician in Brook- 
line to whom the health of school children is the biggest and most 
important problem he faces. Medical inspection should be his 
chief professional interest, (d) Unless there is some one in the 
Brookhne system to whom educational health service is a personal 
and vitally important matter there can be httle effective co- 
operation within the staff. Three hundred dollars' worth of 
skilled leadership does not stretch very far; nor has Brookhne the 
right to expect that services vnW be given free. It is true in medi- 
cal inspection as in the administration of schools that the man at 
the head sets the pace and decides the quahty of the Avork which 
his followers do. 

As a tentative plan of reorganization, the following scheme is 
presented for consideration: 1. Increase the medical inspection 
budget to $1 for every child. 2. Secure the services of two addi- 
tional school nurses. 3. Secure one skilled physician whose 
specialty is educational health work, to give full time, and assume 
supervision of all health activities. 4. Several of the physicians 
on the present staff have specialized in certain Unes of medical 
work. Their experience should be available for Brookline chil- 
dren. Arrangements should be made so that the medical in- 
spector may refer pupils to specialists for examination whenever 
need arises. 

These suggestions imply a complete and radical reorganiza- 
tion of the entire medical inspection work. They will probably 



Summary of Conclusions 17 

meet with opposition. Other plans will be suggested, and these 
should receive full consideration. The exact method to follow in 
reorganization is difficult to decide, but the fact that reorganiza- 
tion of some sort must take place stands out so clearly that it 
cannot be successfully challenged. 

Kindergartens. 

1. In all of the kindergartens except the one in the Manual 
Training building unusually generous provision has been made 
for the comfort and health of the pupils. The only handicap in 
evidence is the lack of special toilets and lavatories for the ex- 
clusive use of kindergarten pupils. 

2. The small attendance in some kindergarten rooms sug- 
gests the need of some adjustment of district hnes that shall 
result in a more even balance in kindergarten enrollment. At the 
Driscoll School one of the two large rooms now devoted to the 
kindergarten might easily be spared temporarily for the use of a 
primary grade. 

Brookline is exceptionally generous, not only in the number of 
kindergartens provided but also in the number of teachers and 
helpers assigned to each kindergarten. There is some danger 
lest those in charge give more help than is consistent with the 
initiative and independence which the teachers evidently wish to 
cultivate in the children. 

3. Except in the Pierce School the kindergarten sessions begin 
30 minutes later than the grade school sessions. There would 
be some advantage in having kindergartens and primary schools 
begin at the same time. 

4. The kindergarten system and work are of the well-known 
traditional type. A school system that affords its teachers a Avide 
freedom for experimentation may well carry out a much more 
progressive and flexible program than is now found in the Brook- 
line kindergartens. The teachers should hold program meetings 
of their own. Brookhne's kindergartens should bear the Brookline 
stamp. 

5. The kindergartens are equipped with the most approved 
modern appliances, but these apphances are used for the most 



18 School Survey of Brookline 

part in the traditional way. Weaving, which is one of the Brook- 
line kindergarten occupations, is of questionable value. The same 
may be said of Se\ving. 

6. The teachers are cultivated, well-educated women, skillful 
and sympathetic in their management of children. The teachers 
in one kindergarten know very little, however, about what is being 
done in the other kindergartens of the town. This tends toward 
an undesirable isolation which should be remedied by frequent 
meetings in which program-making, methods of instruction and 
ends to be achieved would be subjects for discussion. 

The Common Branches. 

1. The Course of Study prescribes limits similar to those set 
in elementary schools generally. Much of the teaching ob- 
served was of a high order of excellence; all of it compares very 
favorably with that which one sees in visiting the best schools 
elsewhere. The chief thing which impressed the Survey Staff as 
lacking was a common aim and common standards of achievement. 
This could be remedied l:)y outlining more definitely each subject 
in the Course of Study. Much would be gained by taking up in 
teachers' meetings the preparation of a more or less detailed syllabus 
for each subject. 

2. Among the facts brought out by the "Standard Tests" are 
the following: 

There is no marked tendency in the results as a whole to 
fall above or below the standards w^hich have been c-hosen for 
comparison. In the Courtis tests in the four fundamental opera- 
tions in arithmetic the Brookline schools do not come up to the 
standards of either speed or accuracy except in the division ex- 
amples. On the other hand, in the Stone test in reasoning Brook- 
line medians are well above some of the standards and are equal 
to practically all. 

In the writing tests Brookline results are very close to the 
standards in regard to speed, but fall behind in regard to quality. 
The falling off is particularly noticeable in the seventh and eighth 
grades. 

The results in the reading tests show much the same condi- 



Summary of Conclusions 19 

tion. In speed, Brookline medians are approximately equal to 
the standards, but they are somewhat behind in the quality of 
the reproduction of the passage read. It should be said, however, 
that the differences in the latter test are very slight. 

It is in the tests of Composition and Spelling that Brookline 
makes the best record. In the latter test, especially, the Brookline 
results are far above any of the standards. 

One of the most striking facts brought out by the study is 
that there is a large amount of variation in the system. Differ- 
ences in attainment are large and frequent, not only between the 
several schools, but also between sections of the same grade in 
the same school. The variations within grades are sometimes 
greater than they are between successive grades. 

Variations such as these are not necessarily a mark of poor 
organization in a system. They may be brought about by natural 
differences in school populations or by the definite administrative 
policy of separating the pupils into groups according to their 
abilities. There is, however, no evidence that either of these 
causes operates to produce the variations found in the Brookline 
schools. 

It is rather interesting that, in spite of the large inter-school 
differences, there is no school which stands out above the others, 
nor is there one which uniformh^ occupies a position decidedly lower 
than the rest. 

There seems to be a sUght indication of a faUing off of the 
work in the upper grades. The evidence for this is by no means 
conclusive, for not all the tests w^ere given in all the grades, and 
there are no data "at all concerning the ninth grade work. A series 
of tests running through the ninth grade would furnish material 
for further study of this interesting problem. 

Suggestions. The bearing of these findings on the solution of 
the problems in the Brookline schools is necessarily most signifi- 
cant to the teachers and supervisory officials who are conversant 
^\'ith the conditions in the sj^stem. We venture, however, to make 
the following general suggestions: 

1. A pressing need exists for the determination of the desir- 
a])ility of the adoption of common standards of practice and at- 



20 •' School Survey of Brookline 

tainment which would tend to do away with the large variations 
found at present in the system. 

2. If it is found that the differences are not caused b}^ con- 
ditions which cannot or should not be changed, tentative stand- 
ards in each subject should be formulated for the Brookline 
schools. 

3. Less emphasis should be placed on the teaching of SpelUng, 
and more attention should be given to the study of Arithmetic. 
Steps should also be taken to improve the quahty of the hand- 
writing. 

4. In schools where there are two or more sections to a grade 
the uniform practice of separating the pupils according to their 
abihties should be estabhshed. 

Drawing and Handwork. 

1. The close relation between Drawing and Handwork is 
recognized in the fact that they are outhned together. 

2. The aim of the Drawing seems to be well balanced. 

3. There are opportunities for more correlation than is found 
in practice or than is hkely to occur -without additional supervision. 

4. The Handwork is meager in material and content. A 
course rich in content and broad in scope of materials is desirable, 
so that by means of projects dealing with food, clothing, shelter 
and transportation it may assist in interpreting to the child the 
simple facts and meaning of the life surrounding him. 

5. Supervision of Handwork and Drawing might be provided 
for in one properly trained person, who would represent both 
departments, as an assistant supervisor. 

Drawing in the Grammar Grades. 

1. Within the limitations under which the work is carried 
out, it is creditable, but correlation with other school acti%nties, 
such as Manual Training, Sewing and Domestic Science, would 
add values to Drawing that cannot be reahzed at present. 

2. In the upper grades, Dramng could be taught to best 
advantage by a special teacher. The Junior High School organiza- 
tion would provide suitable studios and special teachers. 



Summary of Conclusions 21 

3. The super\ision of primary and grammar school Drawing 
should be considered as a common problem. 

Manual Training in Grades V to- IX. 

1. Manual Training in Brookline varies as to the grades in 
which it is taught in different schools, the length of periods for 
the same grades in different schools, and the vaiying courses used 
by the teachers. 

2. The materials and processes employed in the Manual Train- 
ing are too Umited in scope, and in the interests they can develop, 
to reflect as they should the significant activities of the large 
metropolitan center of which Brookline is a part. 

3. Additional equipment required to broaden the scope of 
the work would not be expensive. 

4. A competent super\asor should be employed who might 
direct the manual and technical work of the school system. 

5. This work in the seventh, eighth and ninth years could be 
most adequately developed in a Junior High School organization. 

Grades VIII and IX. 

1. To gain promotion to the high school in Brookline, pupils 
not only must complete the ninth grade, securing the diploma, 
but must also secure the "certificate to high school." Thus many 
pupils who would be admitted to the high school of any other 
school system are here excluded. It is recommended that the 
"certificate to high school" be abolished, or else that it operate to 
exclude only from the college preparatory courses in the high 
school. 

2. There is great unevenness in the size of classes in C^rades 
Vm and IX in different schools. Some reorganization sliould he 
attempted to reduce the present disparity. 

3. EUmination of pupils from school in the upper grades, 
quite noticeable in seventh and eighth, is most marked in the 
ninth grade. Some form of reorganization should be attempted 
to so mediate the passage from Grade ^TI to high school as to 
prolong the schooUng of a greater proportion of pupils than now 
sur\ive Grade IX. 



22 School Survey of Brookline 

4. Pupils in the Brookline school system on completing the 
elementary school course are in at least half of the cases one year 
or more older than the "normal age" for completing the ele- 
mentary school course in the United States. As the 15 and 
16-year-old pupils of the Brookline ninth grade are plainly 
of "high school age," such upper grade reorganization should be 
effected as will place these pupils in a situation more nearly resem- 
bling high school conditions. 

5. Brookhne's poUcy of giving to pupils of Grades VIII and 
IX choice among the three courses offered is commended. Since, 
however, no single school offers all three of the courses and since 
there appears to be little or no transferring of pupils from one 
school to another to get educational experiences not available in 
the pupil's local school, one of the chief merits of the plan, the 
" prevocational try-out " feature, is practi'cally ehminated. Here, 
again, some reorganization should be attempted Mhich would 
really open choice of all possibilities to every pupil. 

6. The collection of all eighth and ninth or seventh, eighth 
and ninth grade classes into a single center would afford oppor- 
tunity for administering the differentiation of courses in the most 
effective manner; would make further differentiation possible with- 
out added expense; would enable those in charge to equalize the 
size of classes; would so mediate the passage of pupils from Grade 
VII to high school as to reduce ehmination; a.nd would luring all 
pupils of "high school age" under high school conditions. 

To accomphsh these ends the Survey Staff recommends that 
such a collection of upper grade classes in a single center l)e made. 

7. Grade IX is costly and it is unnecessary. It is rapidly 
disappearing from its only former stronghold, the New England 
States. It might be considered a worthj^ extension of public 
school opportunities if Brookhne possessed no high school, but 
Brookline has a high school and a School of Practical Arts, and it 
can without added expense have a verj'^ valuable new school 
capable of being administered in such a way as to add greatly to 
the educational advantages now open to Brookline children while 
saving a year of their time. 

This new school, already widely adopted throughout the 



Summary of Conclusions 23 

United States, embraces three intermediate grades of a 12 
grade system, and is known as the Junior High School. Below 
it are six grades known as the Elementary School, and above it 
are the three grades known as the Senior High School. 

The Survey Committee recommends that Brookline drop the 
ninth grade and adopt that form of the 12-grade organization 
known as the Six-Three-Three, or Junior High School plan. 

9. In view of Brookline's increasing population, the high 
school will soon be filled to its capacity with the last three grades 
only; and unless Brookhne's experience in the next 10 years is 
altogether different from that of practically all other progressive 
cities, she is certain, if she introduces the Junior High School unit, 
to see her school grades from the seventh grade up increase in 
enrollment at a much more rapid rate than they have heretofore 
increased, and also at a more rapid rate than the population 
increases. 

10. In view of the foregoing, the Survey Committee recom- 
mends that early steps be taken to secure land in the vicinity of 
the high school and the School of Practical Arts, and tliat the 
School Committee erect thereon the best type of modern school 
for intermediate grades that architects have developed; and that 
by such gradual steps as will be least cUsturbing to the system as a 
whole the grades above the sixth, including the ninth till elimi- 
nated, together with the present high school first-year class, be 
housed therein; that later, as recommended in the chapter on 
buildings, but before the high school again becomes overcrowded 
with its three grades, plans be drawn for a high school builchng 
such as Brookline should have, and that it be erected in two suc- 
cessive sections, utilizing the present commanding site and addi- 
tional ground at the rear. 

The High School. 
Brookline has made commendable progress in expanding the 
high school program of studies to meet new social needs manifest 
in the community. There is, however, an extensive elimination 
of the over-normal-aged pupils as the entrants pass up through the 
high school grades, which might be so reduced, if the reorganiza- 



24 School Survey of Brookline 

tion recomrr ended in this report is effected, so as to give Brookline 
an altogether unique rank among cities in holding pupils to high 
school graduation. Some modification of courses as recommended 
in this report would, it is believed, add to the holding power of the 
school. All curricula except those specifically vocational should 
be regarded as suggestions rather than prescriptions and adminis- 
tered in no rigid and inflexible manner, but with full regard to the 
continuous readjustment of educational means to the developing 
and changing needs of adolescence. 

The school is handicapped both in building and equipment. 
The deficiencies in equipment pointed out in this report should be 
remedied, but it is recommended that no further expense be 
incurred in remodehng the building. 

The organization and management of the high school are, on 
the whole, good. Some improvements are, however, suggested. 
Among these are more frequent faculty conferences, a clearer 
understanding of the function of a head of department, more co- 
operation among departments, more uniform allotment of pupils 
per teacher, elimination of over-small and over-large classes, and a 
more democratic grouping of pupils into recitation sections. This 
report commends the co-educational plan in vogue in the Brook- 
line High School, and it recommends the official recognition of 
the most suitable woman member of the faculty as Dean of Girls. 
The discipline of the school deserves high commendation. In 
personality, in preparation for their work and in practical skill, 
the faculty of the school appear distinctly superior to the average 
city high school faculty. The enlightened policy of the School 
Committee which leaves the Superintendent free to use his best 
judgment in this most dehcate task of selecting teachers is worthy 
of note at this point. 

The School of Practical Arts. 
1. The aim of the school is commendable, but the school 
reaches only a small number of the children it should serve. 
Being unrelated to the grammar school or the high school, it is 
hindered in attempts to increase enrollment. The stigma of 
inferiority also hinders the increase of enrollment. The school 



Summary of Conclusions 25 

should be organized as an essential part of the school system, rather 
than as a separate institution. 

2. A study of the occupations of citizens and parents of school 
children indicates: 

(a) The occupations of Brookhne residents are varied. 

(6) The population changes. 

(c) Brookline residents are employed largely in the metro- 
politan district rather than in the town itself. 

{d) About 45 per cent of the parents of children in the seventh, 
eighth and ninth grades are foreign born. 

3. The range of activities given in the school is too limited 
to afford adequate try-out experience. The varied occupations 
of the residents of Brookline, and the wide range of vocations the 
children expect to enter call attention to the need for a reason- 
able range of courses in the grammar and high school. 

4. As many of the children cannot take full advantage of the 
present school system because of the emphasis on preparation for 
higher institutions, very practical courses should be offered, begin- 
ning with the seventh grade and extending through the high school. 

5. These practical courses should offer a try-out experience 
in a series of the important activities listed in the tables. This 
experience should be offered to all children who may elect the 
Practical Arts course. The exercise type of work given at present 
to high school pupils should not be given to Practical Arts pupils. 

6. For the children who desire special training in certain im- 
portant vocations, industrial training courses should be organized 
to follow the try-out experiences. A continuation of the Practical 
Arts course from the special training stage should be in the form 
of a technical course. These courses are shown in relation in a 
diagram on page 399. 

7. The arrangement of rooms and equipment (see page 387) 
does not make for the best possible use of the plant. The prefer- 
ence in use of rooms and equipment accorded to the high school 
hampers the development of the work in Practical Arts. 

8. To offer special courses and to provide suitable equipment 
for them, it would be necessary to center all seventh, eighth and 
ninth grade work in one plant. Such a building properly equipped 



26 School Survey of Erookline 

would be known as a Junior High School. The present Senior 
High School would, as now, include the Manual Training High 
School and would continue the Practical Arts work of the tenth, 
eleventh antl twelfth years. 

9. The School of Practical Arts would be absorbed as an 
important course in the Junior and Senior High Schools, instead 
of remaining an isolated institution with a three-year course. 
The equipment of the present Manual Training High School would 
be available for all of the industrial and technical training and 
for try-out experiences until the capacity of the plant is fully used. 
When additional shop capacity is required, a third story might 
be added or else elementary shops with inexpensive equipment 
should be provided in the Junior High School for the tr3'-out 
experiences. 

A Demonstration School for Brookline. 

As a result of an educational survey, something of a practical 
nature should follow not only in the matter of buildings, organiza- 
tion and general directions as to educational policy, but in addi- 
tion something that would afford a continuous opportunity to 
test and demonstrate the best things capable of being done in the 
town of Brookline itself. 

Other cities, Detroit and Boston, for instance, and a number 
of smaller cities have estabhshed departments of reference and 
research which deal extensively with the particular school system 
as a whole. A demonstration school would deal intensively with 
a problem under controlled conditions. The results in Boston 
and Detroit are published, and to a certain extent Brookline can 
share the benefit of their findings. But this is not enough. There 
are certain problems that Detroit's efficiency office and Boston's 
efficiency office cannot solve for Brookline. These problems must 
be solved by Brookline and in Brookline. There are other prob- 
lems which no school system has j^et undertaken to solve. Here 
lies Brookline's opportunity, not only to benefit her own schools, 
but, through publication of results to make a unique contribution 
to the cause of public education. Her wealth and her standing 
among progressive American communities lead one to expect 
from her some noteworthy contribution to the general welfare. 



CHAPTER I. 
THE BROOKLINE COMMUNITY. 

In order to answer the question, What kind of a school 
system should BrookUne have? it is necessary to ascertain as 
definitely and precisely as possible all the facts that can readily 
be gathered regarding Brookline — its people, their occupations, 
their wealth, the opportunities open to their children and what- 
ever else of a social, economic or other nature that will throw 
hght on the question. 

From whatever angle one considers the people and the life 
of Brookline, its close relations with the city of Boston are ever 
prominent. Its life is in many respects a part of the metropohtan 
life. ^Tlie closeness and intimacy of the two are represented phys- 
ically iDy the indistinguishableness of the boundary hnes; several 
miles of them are in the middle of populated blocks. The men 
have their busintoS or their industrj^ in the city and their resi- 
dence in the town because of the superior advantages afforded 
as regards health, beauty, morals, and social contact. This is 
true of the peopte with means and culture. People of less wealth 
have been attracted by opportunities to work upon estates, upon 
the street car line that has a terminal in the town, and in the 
homes of the more well to do. 

In studjdng the social and economic situation of any city 
in an attempt to ascertain the conditions which hmit and cir- 
cumscribe and determine the organization and operation of the 
schools we find it advantageous to compare with it other munici- 
palities on the assumption that there are many common situa- 
tions and experiences in each and all and that we are better able 
to understand each better in the hght of all the others. For 
purposes of comparison we have chosen two groups of cities. 
The first is composed of all the 51 cities in the United States 
including Brooldine which had a population in 1910 of 25,000 

27 



28 



School Survey of Brookline 



or over and less than 31,000. This group furnishes a general 
measure, nation wide, with which Brookhne is most closely com- 
parable. This group of cities is given here together with their 
population. 

TABLE NO. 1. 

All Cities Between 25,000 and 31,000 
Population in 1910. 



Population 
1910 

1. Mt. Vernon, N. Y 30,919 27. 

2. Lima, Ohio .30,508 28. 

3. Niagara Falls, N. Y. . . .30,44.5 29. 

4. LaCrosse, Wis 30,417 30. 

5. Newport, Ky 30,309 31. 

6. Pasadena, Cal 30,291 32. 

7. Austin, Tex 29,860 33. 

8. Aurora, 111 .... : 29,807 34. 

9. Orange, N. J 29,630 35. 

10. Lynchburg, Va 29,494 36. 

11. Council Bluffs, La 29,292 37. 

12. Colorado Springs, Colo. 29,078 38. 

13. San Jose, Cal 28,946 . 39. 

14. Lorain, Ohio 28,883 40. 

15. New Roehelle, N. Y . . . 28,867 41. 

16. Easton, Pa 28,523 42. 

17. Non\^ich (Town), Conn. 28,219 43. 

18. Zanesville, Ohio 28,026 44. 

19. Shreveport, La 28,015 45. 

20. Poughkeepsie, N. Y. . . 27,936 46. 

21. Norristown (Boro.),Pa. 27,875 47. 

22. Danville, lU 27,871 43. 

23. Waltham, Mass 27,8.34 49. 

24. Newburgh, N. Y. . . .' . 27,805 50. 

25. Brookline, Mass 27,792 51. 

26. Meriden (City), Conn. 27,265 



Population 
1910 

Newport, R. 1 27,149 

Watertown, N. Y 26,730 

Waterloo, La 26,693 

Warwick Town, R. I . . 26,629 

W^aco, Tex 26,425 

Sheboygan, W^is 26,398 

Columbia, S. C 26,319 

South Omaha, Neb . . . 26,259 

Lewiston, Me 26,247 

Nashua, N. ^H '26,005 

Elgin, 111 25,976 

Kingston, N. Y 25,908 

Shenandoah (Boro.),Pa. 25,774 

Bloomington, 111 25,768 

Wilmington, N. C 25,748 

Ogden, Vt 25,580 

Clinton, la 25,557 

Madison, Wis 25,531 

Hazleton, Pa 25,452 

Newark, Ohio 25,404 

Chicopee, Mass 25,401 

Muskogee, Okla 25,278 

Battle Creek, Mich. . . 25,267 

Green Bay, Wis 25,236 

Stamford (City), Conn. 25,138 



The second group is composed of the cities most like Brookline 
as regards wealth, intelligence, proximity to urban centers, 
number of commercial and industrial establishments, and reputa- 
tion of schools — 17 cities in all. This group provides a com- 
parative measure for Brookline which is superior to the foiTner 



The Brookline Community 29 

group in that the cities contained in it are of more nearly iden- 
tical condition. Two larger cities have been included in -the form 
of an addendum — Boston because of its proximity and the 
close relations existing between it and Brookline; and Los Angeles, 
because of its many points of resemblance in the point of wealth, 
intelhgence, social composition, and cost of schools. The cities 
in the second group and the population of each are as follows: 

TABLE NO. 2. 

Special Group of 17 Selected Cities 

and their population in 1910. 

Population Population 

1.910 1910 

1. Springfield, Mass 88,926 11. Madison, Wis 25,531 

2. Yonkers, N. Y. . . . 79,803 12. Evanston, lU. . . . 24,978 

3. Berkeley, Cal 40,434 13. Montclair, N. J. '. 21,550 

4. Newton, Mass 39,806 14. Oak Park, 111 19,444 

5. San Diego, Cal 39,578 15. \Miite Plains, N. Y. . . 15,949 

6. East Orange, N. J 34,371 16. Milton, Mass 7,924 

7. Pasadena, Cal 30,291 17. Wellesley, Mass 5,413 

8. Colorado Si)rings, Colo. 29,078 g^O 585 

9. New Rochelle, N. Y . . . 28,867 ^^^ ^^ ^^1 3^ 

10. Brookline, Ma s ^£7,793 

Nativity of the Population. 
The population of Brookhne is not so chstinctly American 
in stock as the reputation of the town for wealth and culture 
would indicate. Thirty per cent of its population, according to 
the census of 1910, are foreign born; of the 51 cities in the national 
group but 10 have a larger proportion of such nativity. This 
large proportion of foreign birth is even more conspicuous in the 
selected group of cities; New Rochelle and Yonkers alone have 
larger proportions. This excess of foreign born is offset in part 
by smaller percentages of native born of foreign or mixed parentage 
and also of negroes. Thirty of the 51 cities in the first group 
and 11 of the 17 in the second group have a larger proportion 
of native born of foreign parents, while 32 of the first group and 
10 of the second group have a larger proportion of negroes. In 
its proportion of native ])orn of native parents Brookline is near 



30 



School Survey of Brookline 



the mean in both groups, the twenty-eighth city in the national 
and eighth city in the selected group. The tables presenting the 
detailed facts for the former group from wliich these deductions 
are drawn are given in the appendix, Table 1; the table for the 
latter group is presented herewith: 

TABLE NO. 3. 

Nativity of the Population of 17 
Selected Cities. 

Native White ■ 

Foreign Foreign 

Native or Mixed Born 

Cities Parentage Parentage White Negro 

1. Yonkers 27.1 37.5 33.3 1.9 

2. NewRocliflle 29.7 34.1 30.1 6.1 

5. Brookline 41-8 27.3 30.0 0.8 

4. WeUesley 41.3 29.3 28.8 0.5 

S.Newton 40.9 29.7 28.1 1.2 

6. Milton 42.2 29.6 27,6 0.5 

7. Springfield '40.2 32.2 25.9 1.7 

8. Montclair 41.6 22.9 23.8 11.5 

9. Evanston, 111 40.7 31.7 22.8 4.7 

10. Berkeley, Cal 48.2 29.3 18.9 0.6 

11. San Diego 57.0 21.6 IS. 6 1.5 

12. Oak Park 48.7 33.6 17.1 0.6 

13. East Orange 53.1 24.7 16.5 5.5 

14. White Plains 42.5 40.2 16.3 0.6 

15. Madison, Wis 42.6 40.3 16.3 0.6 

16. Pasadena 62.8 19.4 14.2 2.5 

17. Colorado Springs, Col 67.4 18.4 10.3 3.8 

Boston 23.5 38.3 35.9 2.0 

Los Angeles 53.2 23.4 19.0 2.4 

United States — Urban. ., . 41.9 29.0 22.6 6.3 

Cities 25,000-100,000 45 . 9 26 . 5 20 . 2 7.3 

NewEhgland — Urban.. . 23.9 34.2 30.7 1.1 

Cities 25,000-100,000 30 . 5 35 . 2 33 . 3 1.0 



When compared with New England standards, however, 
Brookline is observed to be more distinctly American. Of the 
20 cities in Massachusetts having in 1910 a population of from 
25,000 to 100,000 only Haverhill and Pittsfield have a larger 



Thk Brookline Community 31 

proportion of native whites born of native parents. Then, too, 
the percentage of foreign born decreased two per cent in BrookUne 
during the decade 1900-1910, while in Massachusetts it increased 
1.3 per cent. The American stock in Brookline, moreover, in- 
creased during the decade 1900-1910, while in Ivlassachusetts as 
a whole it decreased. It is e\ident that the immigration of 
foreigners into New England has not invaded BrookUne to so 
great an extent as the typical New England city. 

An analysis of the foreign-born population reveals a more 
favorable situation than exists in most cities. But three per cent 
of its foreign born are from eastern and southern Europe as 
opposed to 20 per cent for New England and about 25 per cent 
for the United States. Approximately five-sixths of this group 
of its population are from EngUsh-spealdng nationaUtiee. 

TABLE NO. 4. 

Table No. 4. Foreign-Born Population of 
BROOKLINE by Country of Birth. 

Total foreign born 8,401 Hungarj^ 6 

Austria 21 Ireland 4,203 

Canada, French 71 Italy 43 

Canada, other 2,047 Netherlands 10 

English, Scotch and Welsh . . 830 Norway, Sweden, Denmark . 527 

France 38 Russia and Finland 131 

Germany 296 Turkey 29 

Greece 36 All other countries 113 

The Children: Turning next to those of school age we find 
that 10 per cent of the population fmm six to 20 years are of 
foreign birth. The per cent (47) that are native born of foreign 
or mixed parentage is greater than those of native parentage., 
42 per cent. 



32 



School Survey of Brookline 



TABLE NO. 5. 

Number and Per Cent op Population Six to 20 Years 

OP Age in BROOKLINE in 1910, by Nativity, 

Compared with Urban United States and New 

England, United States Census, 1910. 

(Abstract — Pages 229 and 233.) 

Per Cent Per Cent 

for Urban for Urban 

Brookline United Neio 

No. Per Cent States England 

All classes 5,766 .... 

Native white — native parentage ^,4<5^ 43.4 49.0 0.33 
Native white — foreign or mixed 

parentage 2,709 47.2 39.0 0.51 

Foreign born white 58S 10.0 7.0 0. 16 

Negroes 21 0.4 5.0 0.1 

When comparison is made with the percentages of all cities 
in the United States it is seen that the school population of Brook- 
Hne has 10 per cent more children of foreign birth or whose parents, 
one or both, are of foreign birth than cities as a whole. But 
again, when comparison is made with cities in New England, 
Brookline makes a more favorable showing as regards per cent 
of native American stock by as much as nine per cent. 



Large Proportion op Females. 
One of the striking things about the people of BrookHne is 
the large number of females in proportion to the number of 
males. Of the 27,792 people in the town in 1910, 16,754 were 
women or girls — a proportion of only 65.9 males to 100 females. 
This is the smallest of all cities of from 25,000 to 31,000 popula- 
tion in the United States and also of all cities in the selective 
group. Wellesley is the nearest city, with a proportion of 74.4, 
but there is none other less than 80 in the two groups. The 
United States urban standard is 101.7, while that for New England 
urban !.■= 97.8. This marked deficiency in males does not obtain, 
however, with those of school age. The school census, five to 
15 3^ears inclusive, for 1915 shows 2226 boj^s, 2263 girls, a pro- 
portion of' 98.4. Another interesting feature is the very large 



The Brookline Community 33 

per cent of unmarried females — 53.9; again a larger per cent 
than in either of the groups of cities chosen for comparison. The 
nearest city is Newton, with 46.1 per cent, but none other is 
higher than 40. The United States urban standard is 32.8. 
(Note: Abstract Census 1910, pages 104 and 105.) 

Small Proportion op Children. 

No less striking is the small number of children. Brookline 
is again at the extreme. No other city in either group has so 
small a percentage of its total population between the ages of 
five and 14, inclusive, or below 15 years of age. Some cities have 
almost twice as large a proportion as Brookline which are 
12.9 and 19.3 per cent respectively. (See appendix. Tables 2 
and 3.) 

It is a town in which the number of people below 25 is small 
and the number above 25 is large as compared with cities in 
general in the United States. The deficiency among those 
below 15 is eight in 100 and below 25, 10 in 100. On the 
other hand, out of 100 people there are four more between 
the ages of 25 and 44, and four more between 45 and 64, and two 
more above 65 than are generally found in cities. When com- 
pared with New England cities the same deficiency below 15 
is found, although in other respects the deAnation from the norm 
is less except in the case of those from 25 to 44 years of age. 

TABLE NO. 6. 

Percentage of Population According to Age in 

BROOKLINE, United States and New England 

Urban Communities. 





Between 


Between 


Between 


Between 


65 and 


Under 5 


5 and 14 


15 and 24 


25 and 44 


45 and 64 


over 


Brookline. . . 6.4 


12.9 


18.2 


S7.0 


19.6 


5.8 


United States 9.9' 


17.4 


20.1 


33.2 


15.2 


4.0 


New England 9 . 9 


17.4 


18.8 


32.3 


16. 5 


5.1 



34 



School Survey of Brookline 



Percentage of Population Under 25 and 25 and Over 

In brookline, Compared With Like Percentages 

For the United States and 

New England. 



LENDER 25 

37.5 



25 OR Over 



Brookline 



62.5 



47.5 



United I States 



52.5 



46.1 



New EnIgland 



53.9 



Superior Intelligence of People. 

That the people of BrookUne are unusually intoUigent is 
evident from two sets of facts. It has the lowest per cent of 
illiteracy among its foreign born of all cities ii) the United States 
above 25,000 population, and there are only three cities which 
have a lower per cent for all classes in the population. Battle 
Creek, Mich., Dubuque, la., and Colorado Springs, Colo. The 
figures for Brookline and for urban United States and New Eng- 
land follow: 

TABLE NO. 7. 

Percentage of Illiteracy in BROOKLINE, Compared 

WiTH Urban United States and Urban 

New England. 

Illiteracy Among Brookline United States New England 

Total number 1.0 5.1 5.6 

Native white 0.1 0.8 1.5 

Foreign born 3.6 12.6 13.7 

Negro 0.5 17.6 7.1 



The Brookline Community 35 

The large percentage of superior intelligence is indicated 
by the number of its citizens whose names appear in "Who's 
Who in America." The edition for 1914-15 contains the 
names of 170 people whose residence is given as Brookhne. The 
most recent edition combines Brookhne with Boston in this 
respect and it is very difficult, if not impossible, to isolate those 
living in Brookhne. But, taking the number given as residing 
in all other cities in the latest edition and using 170 as the number 
for Brookline, the figures warrant the assertion that no other 
city in either group, one of which was selected in part on the 
basis of reputed intelligence of its people, has so large a number 
of names in this "biography of eminent men" in proportion 
to its population as has Brookhne. 

The Occupations of the People. 

The next question which arises naturally out of what has 
already been said is, "What do these people do to make their 
hv'ing?" In the first place it is to be said that as compared with 
other cities in the national and selected groups Brookline seems 
to be a town in which the men are freed from the necessity oT 
entering a "gainful occupation" to a greater extent than are 
the women. In but seven of the 50 cities in the wider group 
and in but four of 14 cities in the selected group are smaller per- 
centages of men engaged in work. In Brookhne this figure is 
76.5. On the other hand, with the women there is no city in the 
first and but three in the second group where larger proportions 
of females are at work — the percentage being 39.6. This posi- 
tion of Brookline is modified somewhat, though but shghtly, 
by correcting for the large number of servants as made above. 
The corrected figure would be near 32.5 per cent and this would 
place two of the first group (Boston and Newton) and nine of 
the second group ahead of Brookhne. The following table, 
No. 8 gives the proportionate number engaged in each large 
group of occupations as determined by the United States Census 
Office, and also the proportion for cities of the United States 
as given in the Salt Lake Survey, page 17. 



36 School Survey of Brookline 

TABLE NO. 8. 

Number Engaged in BROOKLINE in Each Occupa- 
tion FOR Each 1000 Employed*. 

'- — Males ■ Females ■ 

In In all In In all 

Brookline Cities Brookline Cities 

1. Agriculture and animal hus- 

bandry ^0 10 1 2 

2. Extraction of minerals f 6 

3. Manufacturing and mechani- 

cal industries 224 473 70 313 

4. Transportation 110 119 12 18 

5. Trade 2S7 175 33 96 

6. Public service 42 23 

7. Professional service 113 43 83 88 

8. Domestic and personal service 106 69 734 348 

9. Clerical occupations 76 82 67 135 

Totals 1000 1000 1000 1000 

*The Brookline data are taken from the Bureau of the Census Report 
upon Population for 1910, page 214; the data for all others from the Report 
of a Survey of the School System of Salt Lake City, page 17. 

The relatively small number of men engaged in manufactur- 
ing and mechanical pursuits and the large number in trade, pro- 
fessional service, agriculture, and domestic and personal service 
are apparent; also the large number of women engaged in domestic 
and personal service and professional service (taking into ac- 
count the unbalancing of the percentage by the large number 
of servants) and the small number in manufacturing and me- 
chanical industries. 

But it is just as important to know what stations in the 
occupations are held — the proportion of proprietors, managers, 
clerks, and laborers. Table No. 4 in the appendix contains the 
computations. While it has been difficult to differentiate be- 
tween the various ranks in the various occupations so that they 
are co-ordinate one with another, yet it may be said that the 
information furnished there gives an approximate knowledge 
of the situation. 



The Brookline Community ' 37 

The large proportion of men and women in positions of the 
highest rank is unusual. Among the men there are practically 
as many proprietors and firm members, or those who carry the 
financial and managerial responsibility, as clerks and other sub- 
ordinate salaried employees, and when to the proprietors are 
added the salaried superintendents and managers their number 
exceeds the number of laborers and wage earners by 200. While 
the proportion of men engaged in manufacturing and mechanical 
pursuits is less than one-half that usually found, almost half 
of them are either proprietors or managers. The same distribu- 
tion of large numbers in high positions holds even more strongly 
in trade, with this added weight, that there are more engaged 
in trade than in any other calling and almost two-thirds more 
than in the typical American city. 

The number of women in high positions is likewise notable, 
notwithstanding the small percentages in that column caused 
by the unusually large numbers of house servants — probably 
the highest proportion of all cities in the country.* While the 
number engaged in manufacturing and mechanical pursuits is 
less than one-fourth the normal for American cities, yet over 
seven out of 10 are proprietors or managers. A similar situation 
exists in the trades; although only one-third the normal number 
are engaged, one out of every five is in the highest rank. It is 
to be noted also that only one-half the usual number are in clerical 
positions. 

The large proportion of men in professional service and the 
large proportion in the highest class of positions, both among 
men and women, within this group is still another noteworthy 
characteristic. 

*While this factor has operated to increase the number of females over 
males, the number of unmarried females, the number of persons in a family 
and in a dwelling, and to reduce the number of children under 15 in 
proportion to the entire number, yet the position of Brookline among the 
other cities is not disturbed thereby. Assuming that the proportion of 
females engaged in domestic and personal service in Brookline is the same 
as in other cities, and that the population of the city \\«ere reduced by the 
difference, the number of males to females would be 73.6 to 100. Assuming 
that all remaining were single, the number of single females would be 47.6 
per cent of all, while the per cent of population below 15 and from five to 
14 would be 20.6 and 14.9 respectively. So BrookUne would still retain its 
location at or very near the extreme in all these respects. 



38 School Survey of Brookline 

The large numlDer of men engaged in agriculture, forestry 
and animal husbandry is caused by the large number of estates- 
in the southern part of the town, while the larger number of 
laborers and wage earners in transportation than would be ex- 
pected from a consideration of the above figures is caused by the 
fact that a terminal of one of the Boston car lines is situated 
in the town just above the Village. 

Most of the men and women of Brookline carry on their 
vocations in Boston and other suburban towns, which are all 
easy of access. This may be illustrated by those engaged in 
manufacturing, for M-hich alone we have data. The number 
of wage earners is 936, while the average number working in the 
town is 340, or 36 per cent of the total, provicUng all working in 
these establishments hved in the town. The proportion would 
probably be still smaller for those in higher positions, and in 
some cases very much smaller. (See appendix, Table No. 4 for 
analysis). 

]Manufacturing Establishments. 
Brookline is a town of residences and the business and manu- 
facturing establishments are relatively few. There is no city 
either in the larger or in the special group, the latter of which 
were selected partly on the l^asis of their reputation as residential 
cities, which has so few manufacturing estabhshments, and there 
are but three cities which have a smaller number of wage earners. 
In the value of products manufactured it is again the lowest. 
Thus again is Brookline found at the extreme end of a distribution. 
It provides very few vocational opportunities within its own 
boundaries for its people. A table for the selective group of 
cities covering these points is given on the following page. 



The Brookline Community 



39 



TABLE NO. 9. 

Number of Manufacturing Establishments, Average 

Number of Wage Earners, and Value of Products 

IN Selected Cities.* 

1909. 

Average No. Value of 

No. of of Wage Products in 

Cities Establishments Earners Thousands 

I.Boston 3,155 69,637 $237,457 

2. Los Angeles 1,325 17,327 68,586 

3. Yonkers 158 12,711 59,334 

4. Springfield 346 11,855 31,773 

S.Newton 46 2,174 6,279 

6. Madison, Wis 116 1,792 5,467 

7. East Orange 42 1,386 3,725 

8. Berkeley, Cal '..... 84 1,084 4,435 

9. San Diego 117 1,071 4,741 

10. Evanston, 111 60 837 3,778 

11. New Rochelle 42 735 1,669 

12. Colorado Springs, Col 59 516 1,733 

13. Pasadena 88 499 1,724 

14. Brookline 16 S40 532 

15. Oak Park 23 282 1,118 

16. Montelair 23 252 1,026 

17. White Plains 33 249 816 

*Thirteenth Census of the United States, 1910. Abstract, page 529. 



Distribution of Wealth. 
The economic status of the people of BrookUne furnishes 
some interesting contrasts. The total number of taxables of 
the town for the year 1915 was 8355, but of this number 5031 
paid a poll tax only and 34 more were declared exempt from such 
tax. Thus 60 per cent of the taxables had no real or personal 
property subject to taxation that the assessors discovered. Just 
above these are approximately 10 per cent — about 840 — of 
the taxables who paid for the year 1915 less than S25 in taxes. 
At a tax rate of $14.10 on SIOOO of property, this 10 per cent 
may be said to have property worth less than $1775 each with 
the approximate mean at about $900. At the opposite end of 
the chstribution are approximately 1.8 per cent or 150 of the 



40 School Survey of Brookline 

taxables who pay taxes of $1000 or more upon property valued 
at $71,000 or over, while probably over 100 pay taxes on $100,000 
or more. Between the two extremes there is a gradual tapering 
down from the lower to the higher end. The median property 
tax was a little over $105, representing a valuation of slightly 
more than $7500. In other words, one-half of those who paid 
property taxes had property worth less than $7500 and one-half 
had property worth more than that amount. Summing up, it 
may be said that of approximately 8355 taxables 60 per cent paid 
no property tax, 70 per cent paid on less than $1775, 80 per cent 
on less than $7500, 18.8 per cent on between $7500 and $100,000 
and 1.2 per cent on over $100,000 worth of taxable property. Table 
No. 5 in the appendix gives more complete information upon this 
subject. 

The homes and the family life must and do represent as 
wide a variation as the scope of wealth, and the children coming 
from these homes possess just as varying past experiences, knowl- 
edge, habits, tendencies, and health as those wide extremes 
would produce. Below the Village, in the vicinity of the Parsons 
School and radiating out from the center to the south and west, 
is a community that can as properly be called a slum district 
a,s cei'tain portions of Boston or any other large city. The three- 
story frame buildings, containing six fiats of three rooms each, 
with their dark, dirty halls and loathsome sanitary provisions, 
are set closely together so that there is little air or lighting space. 
The streets are narrow, and disorder and neglect are everywhere 
apparent. The social conditions provided by such homes and 
the poverty that exists in them present a real problem to those 
who have in charge the pubhc schools. In vivid contrast are the 
magnificent homes upon the hills, many of them with a large 
acreage, some of whose owners send their children to private 
schools in the town, city or surrounding suburbs. These latter 
children have an entirely different past, different tastes and habits, 
different destination in hfe, and some of them present difficulties 
altogether as great as, if not greater than, the children of the poor. 



The Brookline Community 



41 



The Total Wealth of Brookline. 
Brookline is a wealthy town. In both assessed and real valua- 
tion per capita of population it is one of the highest in the United 
States. The accompanying tables, while they contain many 
approximations, are still sufficiently accurate and dependable 
to estabUsh this point. Only South Omaha in the general Ust 
and San Diego, Cal., and Milton, Mass., in the special group 
approach at all closely to BrookUne. (See appendix. Table 6, 
for the national group of cities.) 



TABLE 10. 
Assessed Valuation per Capita, 1912 — Selected Group. 



Assessed 
Valuation 

Cities per Capita 

1. Brookline, Mass $3,659.92 

2. Milton, Mass 3,452.77 

3. San Diego, Cal 1,051 .05 

4. Pasadena, Cal 1,171.35 

5. New Rochelle, N. Y 1,072.97 

6. Boston, Mass 2,069.84 

7. Newton, Mass 1,915.90 

8. Los Angeles, Cal 802.33 

9. Madison, Wis 1,356.09 

10. Montclair, N. J 1,678.98 

11. Springfield, Mass 1,556.11 

12. Berkeley, Cal 786 . 77 

13. East Orange, N. J 1,297.58 

14. >\Tiite Plains, N. Y 1,014.59 

15. Colorado Springs, Colo 400.77 

16. Evanston, 111 406. 17 

17. Oak Park, 111 316.80 

18. Yonkers, X. Y .' . . 885.60 



Basis of 

Assessment 

{per Cents of 

Estimated 

True Value) 

100 

100 

31 

49 

60 

100 

100 

44 

80 

100 

100 

56 

100 

80 

33 

33 

33 

100 



True 

Valuation 

■W,659 . 92 

3,452.77 

3,390.34 

2,390.51 

2,088.30 

2,069.84 

1,915.90 

1,823.48 

1,695.10 

1,678.98 

1,556.11 

1,404.95 

1,297.58 

1,268.24 

1,202.31 

1,218.51 

950.40 

885.60 



BrookUne has always in recent yeai-s been hberal in support 
of her pubhc schools, one of the most hberal in the State, always 
ranking close to the top in a ta])le in the State report showing 
the amount spent per pupil. At the same time in the amount 



42 School Survey of Brookline 

per $1000 of valuation of taxable property that has been ex- 
pended she has uniformly been among the very lowest. She is, 
in fact, so wealthy that the largest appropriation put upon her 
causes but the slightest strain. 

Finally, it is a progressive town whose population is increasing 
more rapidly than the normal for cities of the same population 
group. But 15 of the 51 cities had a more rapid groAvth from 
1900 to 1910. In the more selected group she stands below the 
normal; her rate of growth, 39.4 per cent, was exceeded by the 
three California cities, by the five suburbs of New York and by 
Springfield. 



CHAPTER II. 
THE BROOKLINE SCHOOL SYSTEM. 

The school system includes thirteen grades above the kinder- 
garten. Enough kindergartens are provided to accommodate 
for two years all children of the town who are not ready for entrance 
into the first grade. Above the kindergarten are the elementary 
schools of nine grades and beyond these a high school with courses 
covering four years. Children may enter the first grade at the 
age of five, but the majority are at least six years of age on pro- 
motion from the kindergarten. Some optional studies are offered 
in the eighth and ninth grades and in the high school courses of 
the usual variety are open to choice. A School of Practical Arts 
affords prevocational training for pupils not adapted to succeed 
in the more bookish work of the high school. 

Distinctive Features. 
Liberal Ex'penditures. 

Few communities are so liberal in provision of kindergartens. 
No portion of the town is neglected and no child of suitable age 
need lack this highly valuable form of training. This liberality 
shown in providing kindergartens seems characteristic of the atti- 
tude of the town toward education generally. Being one of the 
richest communities in the world, it can provide thus liberally for 
its schools without imposing an appreciable burden upon property. 
The amount of taxable property is so vast and the population so 
small as to make the educational situation in Brookline absolutely 
unique in America. ' 

The old New England town meeting, in modified form, is 
still retained in Brookline. The School Committee of nine mem- 
bers is an elective body with large powers but dependent upon 
the town meeting for funds to carry out its program. 

The best traditions of school management in respect to the 
functions of a board of control have apparently been operative 

43 



44 School Survey of Brookline 

in Brookline for many years. The School Committee is a legis- 
lative body. It receives reports as to conditions and needs, 
weighs recommendations and determines the broader lines of 
policies. Having decided upon these policies, it entrusts their 
execution to a salaried executive, the Superintendent of Schools, 
giving him large latitude in matters of detail. This is the policy 
under which education has made the most notable progress in 
American cities, A board of education occupies a very important 
position and upon its good judgment as to what to do and what 
to let alone depends much of the success of the administration of 
the schools. In no phase of school procedure does the wisdom of 
the Brookline School Committee's pohcy show to better advantage 
than in the vitally important matter of securing teachers. . The 
general policy seems to be to offer salaries attractive to the best 
teachers in New England and then to give the Superintendent 
practically a free hand in securing those who, in his expert judg- 
ment, can render acceptable service. Elsewhere in this report 
enough is said of the high average of ability found in the Brook- 
line teaching force to show that, in the opinion of the Survey Staff, 
this enlightened policy of the School Committee has had abun- 
dant justification in its results, for, without question, this im- 
portant duty which has been entrusted to the Superintendent of 
Schools has been well performed. 

Short Daily Sessions. 

In nearly all school systems of the United States, exceptions 
being found chiefly in the South, the school day for elementary 
schools is divided into two sessions, each broken by a short recess 
and separated by a noon intermission of an hour and a half, dur- 
ing which children go to their homes for luncheon. High schools, 
are usually run on the single-session plan because the majority 
of children in attendance live at a distance from the school too 
great to make it practicable to go home at noon. This, however^ 
is recognized as a distinct disadvantage to be met by special pro- 
visions for safeguarding the health of the pupils. At the noon 
intermission a warm meal is served and sufficient time is appor- 



The School System 45 

tioned to the noon recess to insure freedom from hurry in its 
administration. 

For more than fifty years Brookline's elementary schools, as 
well as the high schools, have been run on the one-session plan, 
under which the net maximum available school time is four and 
a half hours. The disadvantages of this plan as it concerns the 
elementary schools are discussed in the chapters of this report 
relating to health; and the disadvantages from the point of view 
of administering the courses of study are frequently referred to 
elsewhere in the report. A compromise plan which provides for 
two sessions on certain specified days and a single session on other 
days has been found fairly satisfactory in the city of Newton, 
Mass. On the afternoons of one-session days parents arrange for 
music and dancing lessons for their children, or for other extra' 
school interests, while the longer two-session days of the week 
allow the schools to carry out an adequate program. Several 
members of the Survey Staff, each looking at the question from his 
own particular standpoint, have found that the children in the 
Brookline schools, grade for grade, are a year over-age by United! 
States age grade standards. While there are other factors which 
help to account for this condition, there can be little doubt that 
the shorter school day necessitated by the single session in ele- 
mentary schools furnishes a part of the explanation. Some 
advantages might be gained by making general the voluntary 
after-school opportunity afforded in some schools to pupils in. 
need of special help, but this would be far from a complete solu- 
tion of the difficulty. As to duties of teachers after 1:30, the- 
nine-grade school principals gave various answers. Some said no 
duties except what the teachers voluntarily assumed; but one said! 
she expected the teachers to be in their rooms after 1 :30 regularly 
for one or more days each week to give help to backward pupils^ 
and that her teachers quite consistently fulfilled this expectation. 
In view of the unusually early closing of the school session in 
Brookline, if the one-session plan is to remain the practice, it would 
seem wise to extend to all the schools and enact into a rule the 
foregoing arrangement for afternoon special help to pupils needing 
individual attention beyond what can be given in the regular class 
session. 



46 School Survey of Brookltne 

Class Promotions. 

In the Brookline schools class promotions are made once each 
year instead of semi-annually or oftener as in some systems. 
There are certain evident advantages accruing to pupils from 
the more frequent regrouping which elsewhere is advocated 
partly for the purpose of bringing together pupils of approximate- 
ly equal power and partly for the purpose of facilitating rapid 
advancement of individuals and groups. In a small system of 
schools like that of Brookline, however, the semiannual promotion 
plan would present cUfficulties on the organization side which do 
not appear in large systems and which would tend to minimize 
the advantages. Therefore, while in the opinion of the Survey 
Staff the semi-annual plan admits of more flexibility in management 
than the annual plan, they are inclined to agree with the Super- 
intendent that it is not, on the whole, desirable to depart radically 
from the annual plan of class promotion now in vogue. They 
advise, however, that where numbers permit more attention be 
given to forming homogeneous working sections so that there 
may be rapid-moving groups and slow-moving groups advancing 
according to ability without too much regard to fixed dates. 

The Freedom of the Teacher. 

The care with which teachers are selected for the Brookline 
schools insures a degree of competency in the teaching force which 
may properly justify the absence of that minutel}' prescribed 
daily, weekly and monthlj^ procedure which is so often found in 
school systerrs, and which is perhaps not out of place when the 
instruction or much of it must be given by teachers of extremely 
limited experience. The course of study prescribes grade limits, 
but it gives little in the way of detail or specific directions as to 
method. Responsibility, therefore, devolves upon each teacher 
to work out a syllabus in accordance with his own best judgment. 

For example, the Course of Study in Language and Grammar 
for Grade VII, covering oral and written exercises, Spelling, Gram- 
mar, Reading, Memorizing, Penmanship and French (elective), is 
included in a single page of the 40-page pamphlet entitled "Courses 



The School System 47 

of Studies for the Primary and Grammar Schools." The treat- 
ment of this subject in other grades and of other subjects in all 
grades is equally brief. The discussion of the Course of Study in 
History, given in another part of this report, illustrates some of 
the disadvantages which attend rehance upon so brief an outUne 
of studies. Supervising officers may well hesitate to indulge in 
minute prescription lest they relieve the classroom teacher of all 
responsibility, but, on the other hand, it is desirable through 
conferences and committee work to pool the accumulating ex- 
perience of the teaching force and, through a more or less elaborate 
syllabus in each subject worked out by the teachers themselves, 
make accessible to every teacher the best thought of all workers 
in a given field. A course worked out in this way is suggestive 
and not prescriptive and it serves to save the time of all teachers. 
Furthermore, such a syllabus would unify and standardize the 
treatment. of a subject throughout the school system without 
encroaching upon the legitimate freedom of any teacher. 

At present there are very wide differences in the emphasis given 
by different teachers to the same topic in a given grade. For 
instance, exercises in formal grammar were heard in certain 
seventh grades which were plainh- within the mental grasp of 
only the most highly gifted and symbol minded of the pupils. 
These were exercises which nowadays are not ordinarily attempted 
below the ninth grade or the high school. If ability to handle 
abstractions of such difficulty is the standard for promotion in 
the judgment of a few teachers here and there, while other teach- 
ers are promoting more on the basis of skill in the use of English 
in oral and written composition, it is plain that such great diver- 
gence in standards must result in great inequalities in the promo- 
tion of pupils from grade to grade and in part account for the 
amount of over-age shown in another chapter of this report. In 
the chapter on " Standard Tests " attention is drawn to the large 
amount of variation in the system shown by the results of the 
tests. This applies to all subjects in which tests were given. So 
far as this may be due to individual differences in the interpre- 
tation of the Course of Studies by different teachers, the obvious 
remedy would be a fuller syllabus. 



48 School Survey of Brookline 

In the opinion of the Survey Staff, the work of the Brookhne 
schools would be improved and the time of both teachers and 
pupils economized if through conferences among the teachers 
themselves the standards to be met and the details to be treated 
in such study were determined somewhat definitely and issued 
under the authority of the Superintendent as a guide to classroom 
procedure. Using a syllabus made up in this way, no teacher 
need feel that a limitation is put upon professional liberty, since 
the prescription, so far as it is a prescription, has been the joint 
work of those who are to follow the prescription. 

The idea underlying the freedom accorded to teachers in 
Brookline is admirable and it is far from the spirit and purpose 
of this report to suggest any real reduction in the amount of 
freedom allowed. The suggestion here made is that there be 
more co-operation among schools and teachers, so that the good 
developed in one classroom or in a single building may be made 
available throughout the school system. It seems to the Survey 
Staff that individuahty has been cultivated to such an extent in 
the Brookline schools that unity is sacrificed. When individuality 
goes to such an extreme as to hinder the poohng of experience for 
the benefit of the whole school system, the need of definitely 
organized co-operation seems evident. Co-operative efforts are 
found here and there, as, for instance, the revision of the English 
course in the high school and the conferences that high school 
departmental heads have been conducting with upper-grade 
teachers handUng subjects continued in high school. 

Size of Classes. 

In his reports the Superintendent directs attention to Brook- 

hne's policy of supplying enough teachers to keep the number of 

pupils per teacher relatively low. The following table shows the 

size of classes in grammar and primary schools for a period of 

four years: 

1911-12 1912-13 1913-14 1914-15 1915-16 

Pupils per teacher, grammar 

grades 31 31 30 30 28.2 

Pupils per teacher, primary 

grades 30 29 30 30 30.0 



The School System 49 

This state of affairs supplies one condition for doing highly 
effective work in the education of the children. Two other cir- 
cumstances conditioning effective work are the efficiency of the 
teacher and the content of the Course of Study which children are 
following. The favorable opinion which members of the Survey 
Staff have formed of the elementary teaching force has already 
been set forth. The teachers seemed entirely worthy of the 
children's respect. The third condition of effective work is the 
content of the elementary school curriculum through the several 
grades. Even if teachers are doing well what they are attempting, 
the question whether they are attempting the best things to do 
in the elementary course is a verj- important one. But the printed 
"Course of Studies" is too brief to furnish an adequate answer 
to this question. On this point, therefore, reference must be 
made to the chapter on "Standard Tests," since any course may 
fairly be judged b}^ its results. 

The Supervision of the Schools. 

As listed in the Manual, there are, besides the Superintendent 
and the grammar school principals, three supervisors. Since, 
however, one of the supervisors spends 25 periods per week 
actually teaching high school and practical arts classes, the 
actual number devoting their entire time to supervision is re- 
duced to two. In the chapter on "School Finances" it is shown 
that in the proportion of the expenditures devoted to supervision 
Brookline is low in the list of cities compared and elsewhere in 
this report the need of more supervision is pointed out. Not only 
is adequate supervision of the special subjects lacking, but the 
Superintendent's office is under-staffed. In addition to his duties 
as the expert in education who must be a frequent visitor in all 
classrooms, conduct teachers' meetings, write and revise the 
Course of Study, travel extensively in search of teachers to fill 
vacancies, instruct the janitors as to their duties and see that they 
do their work properly, Brookhne expects her Superintendent of 
Schools to act as business manager of the school system and as 
clerk of the School Committee. 

All this may have seemed reasonable before the town had 



50 School Survey of Brookline 

attained its present population and before the requirements in 
Courses of Study and organization of the work of the schools had 
reached their present state of complexity. There are just as 
man}^ problems to be studied and there is just as wide a range of 
decisions to be made in Brookline as in any other city, and it is 
beyond the ability of one man, no matter how expert he may be 
to find the time necessary to give adeciuate attention to all of 
the thousand and one things demanding oversight, from the 
kindergarten through the high school. Many of the prol^lems in 
a progressive school system require prolonged and sustained at- 
tention which the chief executive officer of the School Committee 
cannot give. 

The time of an assistant superintendent could be utilized 
to as good advantage in Brookline as in a city of larger size. A 
city of 100,000 inhabitants has no more problems in connection 
with its schools than a city of 30,000 inhabitants. Its problems 
require no more study. In some respects the larger the city, the 
easier is the solution of its problems. It is, therefore, not primarily 
on account of the wealth of Brookline that the Survey Committee 
recommends that an assistant superintendent of schools be em- 
ployed, though the fact of Brookline's exceptional wealth, as well 
as her desire to have the Ijest possible schools, is an impor- 
tant factor in support of the recommendation. 

The Superintendent's secretary impressed the Survey Staff as 
being notably zealous and efficient. The secretarial work now 
required is well done, but if the recommendations of this report 
are adopted there will be an extension of the scope of clerical work 
of the office and an additional clerk or assistant secretary should 
be provided. 



CHAPTER III. 
SCHOOL FINANCES. 

How much do the schools of Brookline cost? 

In order to make an intelUgent study of the costs of the 
BrookHne schools the Survey Committee found it necessary to 
employ an accountant to go over all the payments and to classify 
each item in them in accordance with the principles of school 
accounting as formulated by the United States Commissioner of 
Education and the National Education Association. It was 
practicable to do this onl}^ for the past two years, 1914-15 and 1915- 
16. The figures furnished by the accountant for each division of 
expense for each of these years were reduced to unit costs, using 
the number of pupils in average daily attendance as the basis. 
The unit costs for the two years were then averaged together in 
order that fair measure of costs might be secured. The results 
of these operations for the day schools, which cause 98 per cent 
of the total expense, are contained in Table No. 1.* 

How do the expenses of Brookline schools compare with the 
expenses for schools in other cities? 

As compared with cities in general in the United States, the 
costs of the schools are high. To those who are engaged in public 
school administration, it is apparent at a glance at the above 
figures and it is generally recognized to be the fact in Brookline. 
The Survey Committee has, therefore, given its attention to a 
comparison of costs of cities that are most like Brookline as re- 
gards wealth, intelligence of the population, proximity to urban 
centers, absence of industrial and commercial life, and reputation 
of schools — all of which factors have a tendency to promote high 
costs of education. These cities are those included in the selected 
group in Chapter I. 

*The total expenses in 1914-15 were $288,189.88; for evening schools, 
$4485.70; and for vacation schools, $2885.88. For 1915-16, the figures were 
$301,535.76, $3631.32 and $2745.74 respectively. 

51 



52 



School Survey of Brookline 



T.IBLE NO. 1. 

Average Costs per Pupil for Each Item of Expense of 

School Years 1914-15 and 1915-16, Based on Average 

Daily Attendance. 



Control 
General Control: 

Board of Education and busi- 
ness offices $0.81 

Superintendent of Schools, 

office of 1 _45 

Enforcement of compulsory 

education law 36 

Instruction : 

Salaries of supervisors 

Other expenses of supervisors . 

Salaries of principals 

Other expenses of principals. . 

Salaries of teachers 

Textbooks 

Stationery and supplies 

Other expenses of instruction . 
Operation of School Plant: 

Wages of janitors and assistants 

Heat, light and power* 

Janitors' supplies 

Maintenance of Plant*: 

Repairs of buildings and up- 
keep of grounds 

Repairs and replacement of 

equipment 

Auxiliary Agencies: 

Promotion of health 

Transportation of pupils 

Miscellaneous: 

Tuition trade schools 

Care of children in institutions 

Pensions 



Elementary Schools 
General Grades Kinder- 
1-9 



Secondary Schools 
High School of 
garten School Prac. Arts 



.. $1.03 




$2.58 


$12.02 


.05 




.04 


.11 


7.28 




6.92 


39.28 






.08 


.60 


33.70 


$54.00 


76.34 


99.78 


1.26 




2.61 


2.03 


1.61 


1.82 


5.57 


10.93 


.14 


.20 


.54 


.23 


5.25 


6.97 


7.70 


8.38 


4.09 




2.78 


2.68 


.67 




.31 


.41 


3.77 




1.42 


2.84 


1.10 




.85 




.82 




.50 


.43 



.73 

.14 
.11 

.74 



1.43 



1.59 



Total $2.62 $62.46 $63.40 $109.78 $181.03 

*The charges of the municipal heat, light and power plant and the exterior 
building repairs and upkeep of grounds exiienses defrayed by the municipality 
are included. 



School Finances " 53 

The costs for these cities were obtained from unpubUshed 
•data in the office of the United States Commissioner of Education. 
'Copies were made of the schedules that had been prepared in the 
various city education offices showing expenses and average daily 
attendance for the years 1914-15 and 1915-16. The actual ex- 
penses for each year were reduced to unit costs and these averaged 
together. It is these averages which appear in the tables. How- 
ever, the fact that some of these cities reported upon the abridged 
instead of the standard schedule made it necessary that the ex- 
penses of all the cities be ''telescoped" into the smaller number 
of items upon the briefer schedule. It was, of course, necessary 
to do this for the Brookline expenses given in Table No. 1. As the 
expenses of kindergartens are not reported separately to the 
National Education office, but are combined with those of ele- 
mentary schools, the same combination had to be made for Brook- 
line. Likewise, expenses are reported for secondary schools as a 
whole, so the expenses of the School of Practical Arts in Brookline 
are merged with those of the high school. The results are sub- 
mitted in Tables Nos. 2, 3 and 4. 

TABLE NO. 2. 

Average Expenses of General Control per Capita of 

Average Daily Attendance in Day Schools for Years 

1914-15 AND 1915-1() in Group of 17 Selected Cities. 

1. Montclair S3., 55 11. Pasadena $2.04 

2. Milton 3 . 36 12. Newton 1 . 99 

3. Wellesley 3.27 13. NewRochelle 1.98 

4. Colorado Springs 2.77 14. Springfield 1.94 

5. White Plains 2.72 15. Yonkers 1 .83 

6. Evanston 2.67 16. Berkeley 1.48 

7. Brookline 2.63 17. Oak Park 1 .41 

8. San Diego 2 . 41 

9. East Orange 2 . 35 Boston 3 . 05 

10. Madison 2.17 Los Angeles 3 . 68 



54 



School Survey of Brookline 



TABLE NO. 3. 

Average Expenses of Elementary Schools per Capita of 

Average Daily Attendance for Years 1914-15 and 

1915-16 tn Group of 17 Selected Cities. 



1. Montclair $77.90 11. 

2. Pasadena 65.03 12. 

3. Brookline 62. S4 13. 

4. Evanston 55.38 14. 

5. Wellesley 55.35 15. 

6. Berkeley 55.20 16. 

7. Milton 53.13 17. 

8. San Diego 50.19 

9. White Plain.s 46.91 

10. Newton 46.72 



Oak Park $46.51 

Colorado Springs 46.39' 

East Orange 46.24 

New Rochelle 45 . 49 

Springfield 44 . 79 

Yonkers 43.96 

Madison 37.37 

Boston 45 . 54 

Los Angeles 60. 11 



TABLE NO. 4. 

Average Expenses of Secondary Schools per Capita of 

Average Daily Attendance for Years 1914-15 and 

1915-16 IN Group of 15 Selected Cities. 



1. Pasadena $139.50 

2. San Diego 

3. Brookline 

4. Springfield 

5. New Rochelle 

6. Montclair 

7. East Orange 

8. White Plains 

9. Berkeley 



123.79 


11. 


116.80 


12. 


106.92 


13, 


98.40 


14. 


93.70 


15, 


93.43 




92.39 




91.04 





10. Wellesley $85.26 

Colorado Springs 76 .92 



75.85 

74.38. 

66.91 

58. 6& 

Boston 83.21 

Los Angeles 157.09 



12. Yonkers. 
Newton . 
Madison . 
Milton. . 



A study of the tallies that have been given above reveals the 
following facts: 

1. The costs per pupil of Brookline are among the highest in 
this selected group of cities of wealth and culture, but are not the 
highest. Montclair, N. J., and Pasadena, Cal., pay more per 
pupil for their elementary schools, and Pasadena and San Diego 
pay more for their secondary schools than does Brookline. In 
general control, however, six cities exceed Brookline. From this 
it may safely be concluded that very few cities in the United States, 
probably not more than two, Montclair and Pasadena, put more 



School Finances 55 

money into their schools in proportion to pupils in average daily 
attendance than does Brookline. 

. 2. The most costly department of the schools relatively is 
the School of Practical Arts. Its costs are 65 per cent higher than 
those of the high school. Nevertheless, the costs of the high school 
alone are exceeded by the secondary school costs of only two cities. 
These high costs of the School of Practical Arts could well be 
partly utilized in a Junior High School giving prevocational courses 
in industry or could be reduced through increased enrollment 
within itself, which would probably be one result of the establish- 
ment of such a Junior High School. 

3. The next most expensive department relatively is the 
kindergarten, caused by a smaller number of pupils per teacher, 
as was the case in the School of Practical Arts. The costs are 
58 per cent higher than those of the elementary schools. However, 
if the costs of the elementary schools a,lone are taken, Brookline 
still ranks third. 

4. In regard to the costs of the elementary schools, it must 
not be lost sight of that the nine-year course increases the total 
expenditure by at least one-twelfth of the total cost for elementary 
schools, for, while the number of teachers is not so great in these 
grades, yet their salaries are higher, and the principals, who re- 
ceive over two and one-half times as much as the teachers, give 
some time each day to teaching this grade. The additional cost 
is at least $15,000 a year. The introduction of the Junior High 
School would omit this year and the money thus saved would be 
more than sufficient to provide the more varied courses which 
would be offered to suit the abilities and needs of individual pupils. 

Analysis of Costs — Geneeal Control. 
We must now turn our attention from total costs per pupil 
in the various departments to the different classes of expenses 
which together make up the totals. Is Brookline high or low 
when compared with other cities in each of these classes? Are 
her expenses well balanced, or is too much spent relatively for 
certain purposes? These two questions will l)e ans^^■ered first 
for general control as a whole. 



56 School Survey of Brookline 

Table No. 2 shows that the amount per pupil expended for 
general control in Brookline, $2.62, is exceeded by six of the 17 
cities and by both Boston and Los Angeles. A comparison of the 
relative costs per pupil for elementary and secondary schools in 
Table No. 5 shows, (*) letting the sum of the costs per pupil for gen- 
eral control, elementary schools and secondary schools in each city 
equal 100 per cent, that the proportion per pupil for general con- 
trol in BrookUne is less than in nine of the 15 cities and also less 
than in Boston and Los Angeles. The inference from these figures 
is that Brookline can expend more than at present for general 
control. If expenses for these purposes had been 65 per cent more 
per pupil in average daily attendance, or $2515, in 1916 her rank 
\\ould have been third, the same as for cost for elementary and 
for secondary schools as wholes. If 36 cents per pupil, or $1393, 
had been added, in 1916 BrookUne then would have been the 
m.iddle city in the hst in the proportion per pupil spent for general 
control and the proper balance obtained. This topic will be 
touched upon from another angle later. 

In this same connection it may be noticed, parenthetically, 
from Tal)le No. 5 that in proportion to each other the high schools 
are costing more per pupil and the elementarj' schools less than 
the proportion estabUshed by the group standard as represented 
by the medians. Going back to Tables Nos. 3 and 4, it may be said 
that while the costs of both are high and both have the same rank 
among the cities. Table No. 6aidsinthis interpretation by indicating 
that the high school costs are relatively higher than the elementary. 

*Evanston and Oak Park, 111., are not included because they have no 
city high schools, their needs being served by township high schools. This 
applies to all tables giving i^roportion of expenses. (This method of measur- 
ing balance or proportion Ijetween various classes of expenses as used here 
and later rests upon the i)rinciple that the median (or middle amount, similar 
to the average, in effect] is the best single measure of the group. Referring 
to Table 5, the medians 1.6, .35.2 and 62.8 may be said to represent the best 
relationship between costs per pupil for general control, elementary schools 
and secondary schools in the type of cities represented in the group. These 
figures must not be taken, however, as proving anything of themselves. They 
serve their purpose in raising questions, indicating probable truths and ten- 
dencies, and in assisting us in our thinking upon the problems as wholes, of 
which the data furnished are but parts.) 



School Finances 57 

TABLE NO. 5. 

Proportion of Total Expenses Expended "for General 
Control, Elementary Schools and Secondary Schools. 

General Elementary Secondary 

Cities Control Schools Schools 

Milton 2.8 46.1 51.1 

Wellesley 2.3 38.5 59.2 

Colorado Springs 2.2 36.8 61.1 

Montclair 2.0 44.5 53.5 

Madison 2.0 35 . 2 62 . 8 

White Plains 1.9 33.1 65.0 

East Orange 1.6 32.6 65.8 

Newton 1.6 38.0 60.4 

Yonkers 1.5 36.2 62.3 

Brookline 1.4 34.4 64.2 

New Rochelle 1.4 31.2 69.4 

San Diego 1.3 28.8 69.9 

Springfield 1.1 28.7' 70.2 

Berkeley 1.0 37.4 61.6 

Pasadena 1.0 31.5 67.5 

Median 1.6 35.2 62.8 

Boston 2.3 34.6 63.1 

Los Angeles 1.7 27.2 71.1 



58 



School Survey of Beookline 



Analysis of Costs — Elementary Schools. 
In the analysis of the costs of the elementary schools, class 
by class, a similar method of treatment will be followed. Table 
No. 6 ^ives in each of its divisions the cost per pupil contained in 
Table No. 3 arranged in order of rank of the cities. 



TABLE NO. 6. 

Average Cost per Pupil in 17 Selected Cities for Years 
1914-15 AND 1915-16 of Various Classes of Expenses of 
Elementary Schools Arranged in Order of Their 
Amounts. 

(a) 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 
15. 
16. 
17. 



Salaries and Expenses of 
Supervisors. 

Milton $5.38* 

Montclair 4 . 83 

Oak Park 3.88 

White Plains 3.49 

San Diego 2 . 76 

Evanston 2 . 75 

Wellesley 2.15 



Newton 

Berkeley 

Colorado Si)rings . 

Springfield 

New Rochelle . . . 

Madison 

BrookUne 

East Orange .... 

Yonkers 

Pasadena 

Boston 



.74 
.41 
.31 
.13 
.12 
.00 
.98 
.94 
.64 

.66 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 



ib) 

Salaries and Expenses of 
Principals. 

BrookUne $6.63 

Pasadena 6.63 

East Orange 5 . 00 

Colorado Springs 4.63 

Yonkers 4 . 14 

Berkeley 4.12 



Los Angeles 1 . 43 

* Includes principals. 



San Diego 

New Rochelle 

Madison 

Newton 

Montclair 

12. Springfield 2.65 

13. Wellesley 2.03 

14. White Plains 

15. Oak Park 

16. Evanston 

17. Milton 

Boston 

Los Angeles 



4.03 
3.99 
3.77 
3.65 
3.55 



1.67 

1.22 

.27 

2.61 
5.10 



School Finances 



59 



(c) 
Salaries of Teachers in Elemen- 
tary Schools. 

1. Pasadena $44.37 

2. Montclair 43.33 

3. Berkeley 38.81 

4. Brookline 35.51 

5. Wellesley •. 33.26 

6. San Diego 32.14 

7. Evanston 31.66 

8. Milton 30.47 

9. Yonkers 29.80 

10. New Rochelle 29 . 27 

11. White Plains 29.26 

12. Colorado Springs 29.00 

13. East Orange 28.88 

14. Springfield 28.06 

15. Newton 27 . 97 

16. Oak Park 27.56 

17. Madison 21.50 

Boston 30.42 

Los Angeles 40 . 44 



id) 

Textbooks — Elementary 

Schools. 

1. White Plains $1.39 

2. Wellesley 1.19 

3. Brookline 1 .14 

4. Montclair 97 

5. Springfield .94 

6. East Orange .91 

7. Yonkers 82 

8. Milton 71 

9. Newton .66 

10. New Rochelle 62 

11. Colorado Springs .50 

12. Evanston 19 

13. Madison 10 

14. Pasadena 

15. Berkeley 

16. San Diego 

17. Oak Park 

Boston 74 

Los Angeles 



(6) 

Stationery, Supplies and Other 
Expenses of Instruction. 

1. Montclair $4.39 

2. Evanston 3.54 

3. White Plains 2.72 

4. San Diego 2 . 46 

5. Berkeley 2.44 

6. Springfield 2.32 

7. Brookline 1 .85 

8. Wellesley 1.74 

9. Pasadena 1 . 74 

10. Milton 1 . 72 

11. Colorado Springs 1 .65 

12. Oak Park 1 . 45 

13. East Orange 1.44 

14. New Rochelle 1 .26 

15. Yonkers 1 .04 

16. Newton 1.01 

17. Madison 76 

Boston 1 . 24 

Los Angeles 1 . 52 



(/) 

Wages of Janitors. 

1. Montclair $6.1 

2. Brookline 5 . 4 

3. Milton 5.31 

4. Wellesley 4.83 

5. Evanston 4 . 78 

6. Oak Park 4.36 

7. Pasadena 3 . 69 

8. New Rochelle 3 . 68 

9. East Orange 3.44 

10. Berkeley 3.37 

11. Newton 3.26 

12. Springfield 3.18 

13. White Plains 2 . 92 

14. San Diego 2.90 

15. Yonkers 2.84 

16. Colorado Springs 2.61 

17. Madison 2.59 

Boston 3.00 

Los Angeles 3.11 



60 



School Survey of Brookline 



(?) 
Heat, Light, Water, Power and 

Janitors' Supplies. " 

1. Evanston $4.86 

2. Montclair 4.74 

3. Brookline 4-^4 

4. Milton 4.35 

5. Oak Park 4.19 

6. Wellesley 3.74 

7. Madison 3.51 

8. Springfield 3.39 

9. NewRochelle 2.98 

10. Colorado Springs 2.67 

11. White Plains 2.42 

12. East Orange 2.40 

13. Newton 2.32 

14. Pasadena 1 . 68 

15. Yonkers 1 .66 

16. Berkeley 1.20 

17. San Diego 1.13 

Boston 1 . 98 

Los Angeles 1.17 

(i) 
Libraries. 

1 . Pasadena $0 . 83 

2. San Diego .56 

3. Oak Park 45 

4. Berkeley .40 

5. Evanston .14 

6. Wellesley 12 

7. White Plains 08 

8. Yonkers .06 

9. Montclair 05 

10. NewRochelle 03 

11. Colorado Springs .02 

12. Madison 01 

13. East Orange. 01 

14. Springfield 

15. Yonkers 

16. Brookline 

17. Newton 

Boston 

Los Angeles .40 



ih) 

Maintenance (Repairs and 

Replacements) . 

1. Evanston $6.31 

2. Newton 4.76 

3. Montclair 4.65 

4. Brookline 4-44 

5. Pasadena 4 . 39 

6. Berkeley 3.44 

7. San Diego 3.40 

8. Oak Park 3.09 

9. Colorado Springs 2 . 98 

10. Springfield 2.71 

11. Milton 2.47 

12. Wellesley 2.47 

13. East Orange 2.46 

14. Yonkers 2 . 26 

15. Madison 2.22 

16. White Plains 2.20 

17. New Rochelle 2.11 

Boston 3.20 

Los Angeles 2 . 94 

U) 
Promotion of Health. 

1. Montclair .$1.27 

2. Milton 82 

3. Newton 76 

4. Brookline .75 

5. San Diego 63 

6. Evanston .62 

7. Pasadena .61 

8. East Orange .48 

9. Yonkers .44 

10. Wellesley 39 

11. Berkeley 38 

12. Madison 34 

13. W^hite Plains 28 

14. Colorado Springs .26 

15. New Rochelle 25 

16. Oak Park 19 

17. Springfield * 

Boston ..43 

Los Angeles .39 



School Finances 



61 



(fc) 



Transportation of Pupils. 

1. Wellesley SI. 68 

2. Madison 1.59 

3. San Diego 98 

4. Brookline .78 

5. Colorado Springs .76 

6. White Plains 48 

7. Evanston 26 

8. East Orange 21 

9. NewRochelle 18 

10. Newton. 15 

11. Berkeley 13 

12. Oak Park 12 

13. Montclair 03 

14. Springfield * 

15. Yonkers 

16. Milton 

17. Pasadena 

Boston .01 

Los Angeles .02 



(I) 
Miscellaneous, Including Pay- 
ments TO Other Schools, 
Pensions, Rent, etc. 

1. Montclair $3.82 

2. Wellesley 1.68 

3. Madison 1.59 

4. Pasadena 1.10 

5. San Diego .98 

6. Brookline 90 

7. Colorado Springs .76 

8. White Plains 48 

9. Evanston .26 

10. East Orange 21 

11. New Rochelle 18 

12. Newton 15 

13. Berkeley 13 

14. Oak Park 12 

15. Springfield * 

16. Yonkers 

17. Milton 

Boston 1 .25 

Los Angeles 3.61 



These tables show that in the costs of elementary schools 
Brookline ranks highest, or first, in salaries and expenses of 
principals, second in salaries and wages paid janitors and their 
assistants, third in textbooks and in heat, light, water, power and 
janitors' siipphes. On all other classes of expenses she ranks 
lower "than in the total expenses of elementary schools. Still 
there are but tv/o classes of expenses in which she is low, salaries 
and expenses of supervisors, and libraries, for which there is no 
expense whatsoever. In the other classes of expenses Brookline 
is high, but not among the highest three. From this we would 
infer that Brookline's rank as third in total cost of elementary 
schools is made up of a combination (1) of relatively high expensas 
for principals, janitors, textbooks and heat, hght, power and 
janitors' supplies; (2) of relatively very low expenses for super- 
visors and libraries; and (3) of costs for the other items lying be- 
tween these two extremes. 

Table No. 7 furnishes the data relating to the distribution of 

expenses in elementary schools. 

* Promotion of health, transportation of imjiils and miscellaneous ex- 
penses undivided. 



62 



School Survey of Brookline 



TABLE NO. 7. 

Proportion of Total Expenses of Elementary Schools 

Expended for Each Class of Expenses in 15 Selected 

Cities in the Years 1914-15 and 1915-]6, Arranged 

IN Order of Their Amounts.* 

* Evanston and Oak Park, 111., are not included because their hiji;h schools 
are not a part of the city system of schools and data relating to tliem are not 
available. 



(a) 

Salaries and Expenses of 

Supervisors. 

1. Milton 10 

2. White Plains 7. 

3. Montclair 6. 

4. San Diego 5, 

5. Wellesley 3.9 

6. Newton 3.7 

7. Colorado Springs 2.8 

8. Madison 2.7 

Berkeley 2.6 

New Rochelle 2.5 

Springfield 2.5 

East Orange 2.4 

Brookline 1.6 

Yonkers 1.5 

Pasadena 



9. 
10. 
11. 
12. 
13. 
14. 
15. 



(c) 



Salaries of Teachers. 

1. Berkeley' 

2. Pasadena 

3. Yonkers 

4. New Rochelle 

5. Springfield 

6. Colorado Springs 

7. East Orange 

8. White Plains 

9. San Diego 

10. Wellesley 

11. Newton 

12. Madison 

13. Milton 

14. Brookline 

15. Montclair 



69.4 
68.3 
67.7 
64.3 
62.6 
62.5 
62.5 
62.4 
60.3 
60.0 
59.9 
57.5 
57.4 
56.6 
55.8 



Sal.\ries and Expen.ses of 
Principals. 

1. Brookline 10.6 

2. Pasadena 10.3 

3. Madison ID. I 

4. Colorado Springs 10.0 

5. Yonkers 9.4 

6. New Rochelle 8.8 

7. San Diego 7.9 

8. Newton 7.8 

9. Berkelej' 7.5 

10. Springfield 5.9 

11. Montclair 4.6 

12. Wellesley 3.7 

13. White Plains 3.0 

14. East Orange 1.1 

15. Milton 

id) 
Textbooks. 

1. White Plains 

2. Welleslej' 

3. Springfield 

4. Yonkers 

5. Brookline '. 

6. Newton 

7. New Rochelle 

8. Milton 1.3 

9. Montclair. 1.3 

10. Colorado Si:rings 1.1 

11. Madison .3 

12. East Orange .2 

13. Pasadena 

14. Berkeley 

15. San Diego 



3.0 
2 .2 
2.1 
1.9 
1.8 
1.4 
1.4 



School Finances 



63 



(«) 

Stationery, Supplies and Other 

Expenses of Instruction. 

1. White Plains 5.8 

2. Montchiir 5.6 

3. Springfield 5.2 

4. Milton 4.8 

5. Berkeley 4.4 

6. Colorado Springs 3.6 

7. Welleslev 3.2 

8. Milton." 3.2 

9. East Orange 3.1 

10. BrookUne 2.9 

21. New Rochelle 2.8 

12. Pasadena 2.7 

13. Yonkers 2.4 

14. Ne\\^on 2.2 

15. Madison 2.1 

(9) 

Heat, Lickt, Water, Power and 

Janitors' Supplies. 

1. Madison 9.4 

2. Milton 8.2 

3. Springfield 7.6 

4. BrookUne 7.1 

5. Welleslev 6.8 

6. New Rochelle 6.6 

7. Montclair 6.1 

8. Colorado Springs 5.8 

9. East Orange 5.2 

10. White Plains 5.2 

1 1 . Newton 5.0 

12. Yonkers 3.8 

13. Pasadena 2.6 

14. Berkeley 2.2 

15. San Diego 2.2 

(i) 
Libraries. 

1 . Pasadena 1.3 

2. San Diego 1.1 

3. Berkeley 7 

4. Welleslev 2 

5. White Plains 2 

6. Montelair .1 

7. New Rochelle .1 

8. Yonkers .1 

9. Colorado Springs T 

10. East Orange T 

11. Madison T 

12. BrookUne 

13. Milton 

14. Newton 

15. Springfield 



(/) 



W.\ges of Janitors. 

1. Milton 10.0 

2. Wellesley 8.7 

3. BrookUne 8.6 

4. New Rochelle 8.1 

5. Montclair 7.9 

6. East Orange 7.5 

7. Springfield 7.1 

8. Newton 7.0 

9. Madi.son 6.9 

10. Yonkers 6.5 

11. White Plains ' 6.2 

12. Berkeley 6.1 

13. Pasadena 5.7 

14. San Diego 5.7 

15. Colorado Sj: rings 5.6 

ih) 

Maintenance (Repairs and 

Replacement). 

1. Newton 10.2 

2. BrookUne 7.1 

3. Pasadena 6.8 

4. San Diego 6.7 

5. Colorado Springs 6.4 

6. Berkeley 6.2 

7. Springfield 6.1 

8. Montclair 6.0 

9. Madison 6.0 

10. East Orange 5.3 

11. Yonkers 5.2 

12. Milton 4.7 

13. White Plains 4.7 

14. New Rochelle 4.6 

15. Wellesley 4.5 

Promotion of Health. 

1. Montclair 1.6 

2. Milton 1.6 

3. Newton 1.6 

4. East Orange 1.4 

5. BrookUne 1.2 

6. San Diego 1.2 

7. Yonkers 1.0 

8. Pasadena .9 

9. Madison .9 

10. Wellesley 7 

11. Berkeley 7 

12. White Plains 6 

13. Colorado Springs .6 

14. New Rochelle .6 

15. Springfield 



64 



School Survey of Brookline 



(k) 

Transportation of Pupils. 

1. Milton 3.6 

2. Wellesley 3.2 

3. Brookline 1.3 

4. Newton 1.0 

5. Yonkers .7 

6. East Orange .2 

7. Montclair T 

S. Pasadena 

9. Berkeley 

10. San Diego 

11. White Plains 

12. Colorado Springs 

13. NewRochelle 

14. Springfield 

15. Madison 

T = trace. 



H) 

Miscellaneous, Including Pay- 
ment TO Other Schools, Pen- 
sions, Rent, etc. 

1. Montclair 4.9 

2. Madison 4.3 

3. Wellesley 3.1 

4. San Diego 1.9 

5. Pasadena 1.7 

6. Colorado Springs 1.6 

7. Brookline 1 .4 

8. White Plains 1.0 

9. East Orange .5 

10. NewRochelle 4 

11. Newton 3 

12. Berkeley 2 

13. Milton 

14. Springfield 

15. Yonkers 



Taking the median proportions in these classes of expenses 
as the standards which joined together represent an ideal group 
standard for distribution of ejcpenses, we can have by expressing 
the deviations of any expense from its standard in terms of the 
percentage of the standard, a fairly exact measure of the extent 
of the departure from the norm for that class of expense. In 
other words, we can thus obtain a coefficient of deviation from 
the standard for each kind of expense. These coefficients for 
any city, taken all together, reveal the extent to which that city is 
out of balance with the group standard. Those for Brookline 
are contained in Table No. 8. 



School Finances 



65 



TABLE NO. 8. 

A . Comparison of the Distribution of Expenses of Ele- 
mentary Schools in Brookline with the Distribution 
in 15 Selected Cities. 



Distribu- 
tion 

Supervisors 2.7 

Principals 7.8 

Teachers 62 . 4 

Textbooks 1.8 

Stationery 2.9 

J anitors 7.0 

Heat, light and janitors' supplies .... 5.8 

Maintenance (repairs) 6.0 

Libraries .1 

Health 9 

Transportation 1.0 

Miscellaneous 1.2 



OOKLINE 


Coefficients o. 


f 


distribu- 


^Deviation- 


tion 


Above Below 


1.6 


-40 


10.6 


+36 


56.6 


-09 


1.8 


+29 




3.2 


+10 




8.6 


+23 




7.1 


+22 




7.1 


+ 18 




1.2 


+26 




1.2 


+20 




1.4 


+ 17 





Total 99.6 



100.4 



The position of Brookline among the other cities as regards 
costs per pupil and the distribution of expenses for elementary 
schools is represented graphically in Diagram I. The solid hne 
represents the former as given in Table No. 6 and is to be read by 
the scale at the left; the dotted hne shows the per cent or coefficients 
of deviation of the distribution given in Table No. 8 and is to be 
read by the scale in the middle. The horizontal space given each 
class of expenses represents the group standard for distribution 
of expenses. 



66 



School Survey of Brookline 



DIAGRAM 1. 

Costs of Elementary Schools and Distribution of Ex- 
penses Thereof in BROOKLINE Compared with Costs 
AND Distribution in 15 Selected Cities. 



»«.«//« 


•'IX 




_,__^ 






- Sr'yvx 


<7y7sr,i<,,_^. 


-T^ 


Il't4£ 


: >■//"/'- 


<i 


kunll 


»»."*'f/7. 




V 


T'-'*w.- 


^ 


























/ ' 


















<$ 


/ / 






U? 


.n5 


/ 




























* ^v 


/ ^ 








^^<' 








^ 


z 


/ 






« 










:« 


E.C- 


^"'^'-— >__^^ "^ ,^ 






c 


^ 


~~~~--:^, 






A 


L-l'/,/.^^ 


__^JS:^ 


^'"^•'ns 


e)l6„g/ ' ' ^,__- . 


....ff- 






r-. 














\ \ 














\ \ 














\ \ 














\ \ 














\ \ 














\ \ 














\ \ 














\ \ 












^ 


*ti\t I 


' \ ^ \ 


7 t ^ 






t 


\ 


\ 






V? t 


\ 


\ 
\ 




t 


4 * fH 


T 


/ 




< 


" >> 












/ 


/ 
/ 




K« 


4^ 




1 


' 


























1 ■ / 










f 




/ / 














/ / 










4 




/ / 

/ / 
/ / 
/ / 
/ / 

/ / 

/ / 

/ / 

/ / 
/ / 




• 




















/ / 








.^ 


1 / 






^ 


5. 


I 






,t 


c^ 


— ' "* — — — . 
















t 


<t 


' ^~— -^^ 


^-^^-^^-^ _ 




it 












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' — =:ii=, 


%, 


'I- 








'»» 




< 


K. " t 


■^ ^ ^ . 


** i ^ 


^ "i i li :* 


v. 





School Finances 67 

These tables and diagrams taken of themselves raise certain 
questions as: (1) Should not teachers' salaries be raised? (2) 
Should not the number of super\nsors or their salaries be increased? 

(3) Should not the large expenditures for principals be reduced? 

(4) Should not expenses for janitors be reduced? (5) Cannot 
costs of (o) heating, lighting and janitors' supplies and (6) repairs 
be reduced? 

Our data show that, as measured by the costs of schools in 
other cities, Brookline costs are extreme in varjdng degrees in 
these classes of expenses. The burden of proof is thus placed 
upon those in charge of the BrookUne schools to justify the present 
expenditures in these respects. The Survey Committee can assist 
the School Committee by furnishing still further information 
which has a bearing upon the solution of certain of these problems. 
But before setting forth this information it desires to point out 
that which appears later in this chapter, namely, Brookline is 
less burdened than any other city in the selected group, and pos- 
sibly than any other city of the United States, in the support of 
its public schools, and it spends less upon them, proportionately 
to what it spends for other municipal purposes, than any other 
city for which data are available. None of these expenditures 
can be curtailed, therefore, on the ground of large amounts of 
money spent for schools. This does not preclude, however, con- 
sideration of the question whether the money is spent efficiently 
or without waste, or whether it might not be spent to better 
advantage. This is a proper inquiry, no matter what the amount 
of wealth available m.ay be, and it is from this standpoint that the 
further treatment proceeds. 

Table No. 9 gives a comparison of the salaries paidinthevarious 
cities of the selected group for Avhich complete and accurate data 
were obtainable. The figures given are in each case the median 
salary and are taken from Bulletins United States Bureau of 
Education, 1914, No. 16, and 1916, No. 31. 



68 



School Survey of Brookline 



TABLE NO. 9. 

Salaries in Brookline Compared with Salaries in Other 
Cities of Selected Group 1912-13. 





Kinder- 
garten 


(fi'" 


si 


>. 

l.i 




xi-3.1 

MO c 


_2 




.b 


'k c 


S|l 




900 
840 
804 


720 
360 


2000 
1600 


1300 
1100 


1920 
1900 
1800 


1140 
1100 
936 
924 
800 
750 
900 
lib 
750 
800 
875 
850 
625 


3000 
3000 
2700 


1500 


Pasadena 

San F)ipffn 


1500 
1500 


























Oak Park 


















775 
650 
700 
900 


675 
300 
500 
500 


1600 
2000 
2000 
1200 


900 
750 
900 
800 


2500 
2300 
1150 
2900 


3680 
3500 
3200 
3000 


1j!,25 


Newton 

SpriDgfield 


1100 
1050 


East Orange 


1200 






New Rochelle : . . . 


880 


700 


1350 


1000 


1900 


3100 


1400 



















1. The salaries of elementary teachers in Brookline were in 
1913 exceeded by no cities in the group except those in the moun- 
tain and Pacific States. In fact, only eight of about 250 cities 
of all sizes east of the Rocky Mountains included in these sources 
of information had higher salaries and all of these had larger 
populations than Brookline. On the other hand, it should be 
remembered that many cities have advanced their salaries during 
the past few years, while those of Brookline are much the same as 
in 1913. 

2. The low rank and the small proportion for salaries of 
supervisors is probably caused largely by other cities charging to 
supervisors the salaries of teachers of special subjects which should 
have been charged to teachers' salaries. Brookline does not pay 
as liberally, however, to its supervisors in general and to its 
teachers of special subjects as to its teachers of elementary schools. 
It would seem, therefore, that the School Committee would be 
justified in increasing such salaries. The salaries of directors of 
kindergartens are likewise lower than in other cities, but in this 



School Finances 69 

connection the large cost per pupil of kindergartens shown above 
must be taken into account. 

All in all, it seems from the above considerations that the 
expenses in which Brookline is low in its distribution of expenses 
are not serious in character. This fact tends to magnify the 
deviations upon the other side, to which we now turn. 

3. The high cost per pupil and the large proportion of total 
expense for principals is explained by the high salaries paid. 
They are higher than in any city in the group except East Orange, 
in which city the cost per pupil is SI. 63 less, and approximates 
the salaries paid in the largest cities, where the number of pupils 
per principal is five or more times as great. This is the most 
costly feature of the Brookhne schools. With the establishment 
of a Junior High School the need for such large expenditures for 
this purpose would be considerably lessened. A portion of these 
amounts saved would be sufficient to secure an assistant superin- 
tendent who is expert in efficiency studies in the various educational 
fields. 

4. The salaries and wages to be paid for janitorial service 
cannot be easily standardized, owing to the peculiar conditions 
in various communities. The Survey Committee is unable to 
secure satisfactory comparable data showing salaries and wages 
paid in other cities. It is clear that Brookline is having to pay 
more for janitorial service per pupil in average daily attendance 
than in other cities, but this may be due in part to the small 
number of pupils in the classroom — how much, we do not know. 
On the other hand, it seems that the scope of the janitors' duties — 
entirely within the building — is not so wide as in most cities 
where they look after the grounds as well. While the janitorial 
work is, on the whole, well done, it may be fairly questioned 
whether it could not be done as well by a smaller number of 
employees closely supervised from the Superintendent's office, 
whether the janitorial force is most economically distributed 
among the various buildings and whether fewer men could not be 
employed during the summer months. 

In considering these questions, the decision of the Brookline 
janitors to waive their privileges under the eight-hour law and to 



70 School Survey of Brookline 

devote to their work such hours as may prove to be necessary 
should be given due weight. 

5. It is unfortunate that it is not possible to separate the 
items of (1) heat, (2) light, power and water and (3) janitors' 
supplies from each other, and to locate definitely the items in 
which Brookline is high. High costs per pupil for heat because 
of the climate and large amount of floor space per pupil may be 
reasonably expected. Costs of light, power and water seem 
reasonable. 

In regard to janitors' supplies, however, the Survey Com- 
mittee is of the opinion that economies may well be introduced 
through the purchasing of these supplies under a system of annual 
contracts without regard to the residences of the bidders, preceded 
by proper advertising. This is a plan followed in the purchasing of 
stationery and other instruction supplies, and the fact that this 
class of expenses is among the lowest in the schools of Brookline 
indicates the wisdom and practicability of extending this plan 
to the purchasing of janitors' supplies. 

It is believed by the Survey Committee that greater efficiency 
in the administration of the material side of the schools could be 
secured by a better organization of the stock room, of the issuance 
of supplies to the various buildings, and of the utilization of the 
time of the clerk in charge of buildings. It is impossible in the 
time that the committee has at its command to go into this phase 
of administration in sufficient detail to suggest definite methods 
of reorganization. It therefore suggests to the School Committee 
that a more detailed study of the organization and procedure in 
this division of the schools be made at an early day, in order to 
ascertain the exact conditions and to formulate plans for the most 
effective administration. 



School Finances 



71- 



Analysis of Costs — Secondary Schools. 
TABLE NO. 10. 

Average Cost per Pupil in 15 Selected Cities for Years 

1914-15 AND 1915-16 OF Various Classes of Expenses of 

Secondary Schools Arranged in Order of their 



Amounts. 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 
10. 
11. 
12. 
13. 
14. 
15. 



(o) 

Salaries and Expenses of 

Supervisors. 

Wellesley $12.30 

Milton 

White Plains 

]Montclair 



BrooMim 3.54 

Yonkers 

New Rochelle 

Madison 

San Diego 

Newton 

Pasadena 

Colorado Springs 

Springfield 

East Orange 

Berkeley 



2.30* 


1. 


.5.55* 


2. 


5.51 


3, 


4.68 


4. 


3.54 


o. 


3.20 


6. 


2.36 


7, 


1.98 


8. 


1.33 


9, 


.83 


10. 




11. 




12. 




13. 




14. 




15. 



Boston ...*.. 
Los Angeles . 



1.13 



Qy) 

Salaries and Expenses of 
Principals. 

Brookline $10.19 

New Rochelle 5.97 

Newton " 5.87 

Springfield 5.77 

Pasadena 4 . 42 

, East Orange 4 . 32 

IVIadison 3 . 84 

, Berkeley 3.70 

, Yonkers 3 . 65 

San Diego 3.47 

Colorado Springs 3 . 20 

, White Plains 2.57 

Milton t 

Wellesley t 

Montclair t 

Boston 4.50 

Los Angeles 8 . 46 



* Supervisors' and principals' salaries and expenses combined. fSee (a) 



(c) 
Salaries of Teachers. 

1. Pasadena $94.82 

2. San Diego 83.24 

3. Brookline 78.60 

4. Montclair 73.16 

5. Berkeley 72.79 

6. Springfield 70.10 

7. East Orange 64.95 

8. New RocheUe 57.41 

9. Yonkers 54 . 92 

10. Newton 53.42 

11. White Plains 52 . 68 

12. Colorado Springs 50 . 58 

13. Wellesley 49.92 

14. Madison 44.30 

15. Milton 36.51 

Boston 62.22 

Los Angeles 115. IS 



id) 
Textbooks. 

1. W^hite Plains $4.37 

2. New Rochelle 2 . 93 

3. East Orange 2.68 

4. Wellesley 2.61 

5. Yonkers 2.60 

6. Brookline 2.55 

7. Springfield 2.53 

8. Montclair. . 2.42 

9. Colorado Springs 1.61 

10. Newton 1.38 

11. Milton 82 

12. Madison 12 

13. Pasadena 

14. Berkeley 

15. San Diego 

Boston 3.22 

Los Angeles 



72 



School Survey of Brookline 



(e) 

Stationery, Supplies and Other 

Expenses of Instruction. 

1. San Diego $8.67 

2. East Orange 7.82 

3. White Plains 7.49 

4. Wellesley 7.30 

5. Pasadena 7.09 

6. Springfield 7.00 

7. Brookline 6.61 

8. NewRochelle 6.23 

9. Montclair 4.86 

10. Colorado Springs 4 . 82 

11. Milton 4.61 

12. Newton 3.63 

13. Madison 3.44 

14. Berkeley 3.30 

15. Yonkers 2.48 

Boston 3.61 

Los Angeles 7.23 



(/) 

Wages of Janitors. 

1. San Diego $8.67 

2. East Orange 7.82 

3. Brookline 7.76 

4. White Plains 7.49 

5. Wellesley 7.30 

6. Pasadena 7.09 

7. Springfield 7 .00 

8. New Rochelle 6.23 

9. Montclair 4.86 

10. Colorado Springs 4.82 

11. Milton 4.61 

12. Newton 3.63 

13. Madison 3.44 

14. Berkeley 3.30 

15. Yonkers 2.48 

Boston 3.61 

Los Angeles 7.23 



(g) 

Heat, Light, Water, Power and 
Janitors' Supplies. 

1. White Plains $6.38 

2. Wellesley 5.92 

3. East Orange 5.68 

4. Springfield 5 . 54 

5. Madison 5.54 

6. Montclair 4.75 

7. Milton 4.40 

8. Colorado Springs 4 . 35 

9. NewRochelle 4.32 

10. Pasadena 4.25 

11. San Diego 3.64 

12. Brookline. . .' 3.18 

13. Newton 2.57 

14. Yonkers 1.62 

15. Berkeley 1.41 

Boston 2.71 

Los Angeles 3 . 27 



ih) 

Maintenance (Repairs and 
Replacement). 

1. San Diego $15.03 

2. Pasadena 13.20 

3. Colorado Springs 6 . 69 

4. Springfield 4.51 

5. Berkeley 4.43 

6. Newton 4 . 20 

7. Yonkers 4.06 

8. White Plains 3.83 

9. New Rochelle 3.56 

10. Milton 2.68 

11. East Orange 2.50 

12. Brookline 2.48 

13. Madi.son 2.32 

14. Wellesley 1.85 

15. Montclair 82 

Boston 2.32 

Los Angeles 7 . 96 



School Fustances 



73 



(i) 
Libraries. 

1. Pasadena $2.27 

2. White Plains 2.19 

3. San Diego 1.74 

4. Colorado Springs 1 . 20 



5. East Orange. . 

6. Berkeley 

7. New Rochelle . 

8. Montclair. . . . 

9. Yonkers 

10. Madison 

11. Wellesley. . . . 

12. Springfield. . . 

13. Milton 

14. Brookline. . . . 

15. Newton 



1.03 
.92 
.28 
.08 
.06 
.03 
.03 



Boston 

Los Angeles 2 . 62 



U) 

Health. 

1. White Plains 

2. Madison 

3. Montclair 

4. Brookline 

5. East Orange 

6. Yonkers 

7. New Rochelle . . . . 

8. San Diego 

9. Wellesley 

10. Springfield 

11. Pasadena 

12. Milton 

13. Newton 

14. Colorado Springs . 

15. Berkeley 



Boston 

Los Angeles . 



52.12 
.55 
.52 
.49 
.42 
.14 
.10 
.08 
.03 



.01 
1.58 



ik) 
Miscellaneous. 



1. New Rochelle $10.05 

2. Pasadena 3 . 58 

3. Madison 3.19 

4. Brookline 1 .43 

1.33 
1.30 

.46 
.41 
.09 



5. San Diego 

6. Colorado Springs . 

7. Wellesley 

8. East Orange. . . . 

9. Berkeley 



10. Montclair $0.06 

11. Springfield * 

12. Newton 

13. Yonkers 

14. Milton 

15. White Plains 

Boston 1 . 46 

Los Angeles 4 . 42 



* Libraries, health, transportation and miscellaneous undivided. 



74 



School Survey of Brookline 



TABLE 11. 

Proportion of Total Expenses of Secondary Schools in 15 

Selected Cities Expended for Each Class of Expense i 

IN the Years 1914-15 and 1915-16, Arranged in Order 

OF their Amounts. 



(a) 

Supervisors' Salaries and 
Expenses. 



1 . Wellesley 

2. Milton 

3. White Plains 

4. Montclair 

5. Yonkers 

6. Brookline 

7. Madison 

8. New Rochelle 

9. San Diego 

10. Newton 

11. Pasadena 

12. Springfield 

13. East Orange 

14. Berkeley 

15. Colorado Springs 

(c) 
Teachers' Salaries. 

1 . Berkeley 

2. Montclair 

3. Yonkers 

4. Newton 

5. East Orange 

6. Colorado Springs 

7. Pasadena 

8. Brookline 

9. San Diego 

10. Madison 

11. Springfield 

12. Milton 

13. Wellesley 

14. New Rochelle 

15. White Plains 



14.4 
9.5 
6.0 
5.0 
4.2 
3.0 
3.0 
2.4 
1.1 
1.1 



80.0 
78.1 
72.4 
71.8 
69.5 
68.4 
76.8 
67.3 
67.1 
66.2 
65.4 
62.2 
58.5 
58.4 
57.0 



1. 



11. 
12. 
13. 
14. 
15. 



12. 
13. 
14. 
15. 



(b) 

Principals' Salaries and 

Expenses. 



Brookline 

Newton 

New Rochelle . . . 

Madison 

Springfield 

Yonkers 

East Orange .... 
Colorado Springs . 

9. Berkeley 

10. Pasadena 

San Diego 

White Plains. . . . 

Montclair 

Wellesley 

Milton 



id) 
Textbooks. 

1 . Pasadena 

2. White Plains 

3. Yonkers 

4. Wellesley 

5. New Rochelle 

East Orange 

Montclair 

Springfield 

Brookline 

10. Colorado Springs. . . 

1 1 . Newton 

Milton 

Madison 

San Diego 

Berkeley 



S.7 
7.9 
6.1 
5.7 
5.4 
4.8 
4.6 
4.2 
4.1 
3.2 
2.8 
2.8 



5.4 
4.7 



3.4 
3.1 
3.0 
2.9 
2.6 
2.4 
2.2 
2.1 
1.9 
1.4 
2 



School Finances 



75 



StationeryTand Instruction 
Supplies. 

1. Springfield 8.4 

2. Milton 7.0 

3. White Plains 5.7 

4. Wellesley 5.7 

5. Brookline 5 .6 

6. NewRochelle 5.3 

7. Berkeley 4.8 

8. Colorado Springs 4.2 

9. San Diego 4.1 

10. Wellesley 4.0 

11. East Orange 3.9 

12. Newton 3.3 

13. Montclair 2.5 

14. Madison 2.4 

15. Pasadena .7 

(9) 

Heat, Light, Water, Power and 

Janitors' Supplies. 

1. Madison 8.3 

2. Milton 7.5 

3. White Plains 6.9 

4. Wellesley 6.9 

5. East^Orange 6.1 

6. Colorado Springs 5.7 

7. Springfield 5.2 

8. Montclair 5.1 

9. NewlRochelle 4.4 

10. Newton 3.5 

11. Pasadena 3.0 

12. San Diego 2.9 

13. Brookline 2.7 

14. Yonkers 2.1 

15. Berkeley 1.6 



(/) 

Janitors' Salaries. 

1. WeUesley 8.6 

2. East Orange 8.4 

3. White Plains 8.1 

4. Milton 7.8 

5. San Diego 7.0 

6. Brookline 6.6 

7. Springfield 6.5 

8. New Rochelle 6.3 

9. Colorado Springs 6.3 

10. Montclair 5.2 

11. Madison 5.1 

12. Newton 4.9 

13. Berkeley 3.6 

14. Yonkers 3.3 

15. Pasadena 2.4 

ih) 

Maintenance (Repairs and 

Replacement). 

1. San Diego 12.1 

2. Pasadena 9.4 

3. Colorado Springs 8.7 

4. Newton 5.7 

5. Yonkers 5.4 

6. Berkeley 4.9 

7. Milton 4.6 

8. Springfield 4.2 

9. White Plains 4.2 

10. New Rochelle 3.6 

11. Madison 3.5 

12. East Orange 2.7 

13. Wellesley 2.2 

14. Brookline. 2.1 

15. Montclair .9 



76 



School Survey of Brookline 



(0 

LlBRAKIES. 

1. White Plains 2.4 

2. Pasadena 1.6 

3. Colorado Springs 1.6 

4. San Diego 1.4 

5. East Orange 1.1 

6. Berkeley 1.0 

7. New Rochelle .3 

8. Montclair .1 

9. Yonkers .1 

10. Wellesley T 

11. Madison T 

12. Springfield 

13. Newton 

14. Brookline 

15. Milton 

ik) 
Transportation. 

1 . San Diego 1.6 

2. Pasadena 

3. Brookline 

4. Springfield 

5. New Rochelle 

6. Montclair 

7. East Orange 

8. White Plains 

9. Berkeley 

10. Yonkers 

11. Wellesley 

12. Colorado Springs 

13. Newton 

14. Madison 

15. Milton 

T = trace. 



(i) 

Health. 

1. White Plains 2.3 

2. Madison 8 

3. San Diego .7 

4. Montclair .6 

5. East Orange .4 

6. Brookline .4 

7. Yonkers .2 

8. New Rochelle .1 

9. WeUesley T 

10. Springfield 

11. Pasadena 

12. Berkeley 

13. Colorado Springs 

14. Newton 

15. Milton 

(0 
Miscellaneous. 

1. New Rochelle 10.2 

2. Madison 4.§ 

3. Pasadena 2.6 

4. Colorado Springs 1.7 

5. Brookline 1 .2 

6. San Diego 1.1 

7. Wellesley .5 

8. East Orange .4 

9. Montclair .1 

10. Berkeley 1 

11. Springfield 

12. White Plains 

13. Yonkers 

14. Newton 

15. Milton 



School Finances 
DIAGRAM 2. 



77 



Costs of Secondary Schools and Distribution of Expenses 

Thereof in BROOKLINE Compared with Costs and 

Distribution in 15 Selected Cities. 



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78 School Survey of Brookline 

Tables Nos. 10 and 11 and Diagram 2 furnish for secondary 
schools the same types of data as those provided for elementary 
schools in Tables Nos. 7 and 8 and Diagram 1. 

On the whole, there is a better distribution of expenses. 
The high costs of principals are in agreement with the high salaries 
paid. The organization of a separate secondary school for a 
small school of 60 or 70 and the appointment of a principal at a 
salary equivalent to that paid in the largest high schools, instead 
of creating a new department in the already existing high school 
and employing a head at SIOOO less, has operated materially to 
increase the cost at this point. The adoption of the Junior High 
School organization and the amalgamation of the two high schools 
would operate to decrease costs here as in the case of the salaries 
of principals of elementary schools. 

While the teachers of the high schools were the best paid of 
all eastern and middle west cities in the group of 1913, yet 
relatively to the other expenses they were not receiving a dispro- 
portionate share. The low costs for heat, light, etc., in the high 
school are brought about in part, at least, by the municipal heating 
plant. 

In concluding this portion of the chapter it should be said 
that while Brookline is making large expenditures for schools and 
while it is possible for her to introduce certain economies, yet her 
schools have been administered as economically as most city 
school systems. The Survey Committee believes it to be its 
duty to point out ways in which efficiencies of costs may be im- 
proved, but in doing this it does not wish to be understood as 
making any serious criticisms of the administration of the schools. 

Is Brookline Spending as Large a Proportion of Her 
Expenditures Upon Public Schools as Other Cities? 
But aside from these questions, is Brookline putting as much 
money into its schools as it should? With the good schools that 
she has, ought she not to put still more money into them? Is 
she doing as well by her schools as she is doing for her public 
undertakings when compared with what other cities of this selected 
group are doing? 



School Finances 79 

The United States Census Office, the authorit}- on such ques- 
tions, as this, gathers data onJ^-' for cities having over 30,000 
population. But nine of the 17 selected cities fall within this 
group in its financial statistics for 1915. Comparable data for 
Brookline are found in the ninth annual report of the Massachusetts 
Bureau of Statistics. The percentage of the total municipal 
expenditure spent for schools is as follows: 

Berkeley 53 . 5 Yonkers 30 . 8 

Pasadena 46.3 Brookline 23. 8 



Median 36 . 

Per cent for all cities in United 
States, 50,000-100,000 38. 



Colorado Springs 44 . 2 

East Orange 41.5 

New Rochelle 38 . 1 

Newton 35 . 5 

San Diego 33 . 9 Boston 35 . 3 

Springfield 33 . 6 Los Angeles 35.0 

The wealth of Brookline is so large and the number of chil- 
dren enrolled in proportion to her population is so small when 
compared with other cities that notwithstanding she gives to the 
support of her schools almost as much as any other city for each 
pupil, she still gives the least per cent of her total expenditure 
to schools. According to the group standard, S150,000 now going 
for other purposes should go to schools, but if Brookline wished 
not to lessen the amounts spent in other departments she should 
increase her schools expenditures by 83 per cent in order to come 
up to the median, or average, per cent for the selected group; and 
in order to come up to the median for all cities of the United States 
of her population group, the school expenditures would have to 
be doubled. 

"Wliile Brookhne is lowest in the per cent expended for schools, 
it is first in four of the nine large divisions of expenses — protec- 
tion of person and property, highways, libraries and recreation. 
(See Table No. 7 in appendix.) 

How Much Brookline can Expend upon its Schools without 
Burdening its People More than Other Citie^. 
The amount of the burden placed upon a community for the 
support of its schools depends largely upon the true value of its 



80 School Survey of Brookline 

taxable wealth, the number of pupils in the schools and the amount 
of support that comes from sources other than local taxation. 
Since the Brookline schools are supported practically by local 
taxation alone, we must assume that no other city will receive such 
support. In Table No. 12 we have, therefore, first worked out 
the true valuation of the taxable property in 1912 (columns 2, 3 
and 4) and then found the amount of such property that there is 
back of each pupil to provide his schooling (columns 5 and 6). 
Into this amount we have then divided the actual expenses of 
educating each child during the year 1913-14 in order to obtain 
the rate of tax that would be necessary to furnish the amount 
required for schooling each pupil. This last figure is the measure 
of the burden now placed upon the taxable wealth of the people 
of each city to support the schools. 

Thus it is seen that Brookline is now spending upon each 
pupil in average daily attendance a smaller proportion of its 
wealth than any other city in the group and probably a smaller 
proportion than any city in the country. Notwithstanding she 
now expends more money upon each pupil than any other city, 
with probably but two exceptions, her taxable wealth is so great 
that she could double the amount now spent upon each pupil 
without placing any greater burden upon her taxable property 
than is now borne by Springfield — the city occupying the middle 
position in the list — and her school support could be trebled 
without making so great a burden as that which Yonkers is now 
bearing. Of the two cities whose expenses per pupil exceed those 
of Brookline, Pasadena bears a burden twice, and Montclair two 
and three-fourths times, as heavy.* 

* A table in the Report of the Massachusetts State Board of Education 
for 1913-14 gives the "amount appropriated to the support of juibhc schopls 
for each thousand dollars of valuation" for each of the Massachusetts cities 
in the selected list as follows: 

Springfield 4.32 Wellesley 2.99 

Newton 3.99 Milton 2.92 

Boston 3.59 Brookline 2.29 

While these amounts are smaller than in the table worked out above''on 
data obtained from different sources and by a different method, the relative 
values are nearly the same. They thus tend to -onfirm the validity of the 
previous table as a whole. 



School Finances 



81 



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CHAPTER IV. 

BUILDINGS AND EQUIPMENT. 

Size of Plant. 
The Brookline public schools are housed in 23 buildings, of 
which 20 comprise the 12 elementary school plants, one has been 
discarded, and two hold the high school and the School of Practi- 
cal Arts. Of these 23 buildings, two were originally erected 
within the past nine years, six within 19 years, and the remaining 
15 were built 20 years or more ago. The Brookline schools, as 
listed in the Superintendent's annual report, are as follows: 

Public School Buildings of Brookline, Massachusetts. 



School 


Rooms Buildings 


Materials 


Built or Enlarged 


Newton Street 


1 




Wood 




1768, 1839 


Longwood 


4 




Wood 




1864, 1898 


Parsons 


4 




Wood 




1883 


Winthrop* 


4 




Brick 




1887 


Cabot 


^ 4 




Brick 




1888 


Lawrence 


6 




Brick, 


wood 


1874, 1885, 1891 


Sewall 


G 




Brick 




1892 


DriscoU 


8 




Brick 




1911 


Heath 


10 




Brick 




1904 


Runkle 


10 


3 


Brick 




1897, 1901 


Devotion 


20 


3 


Brick 




1892, 1899, 1914 


Pierce 


24 


2 


Brick 




1855, 1900, 1905 


Lincoln 


26 


4 


Brick 




1883, 1888, 1889, 1894, 1898 


High 


12 + 


1 


Brick 




1896, 1916 


Manual Tr. 


12 


1 


Brick 




1902 



* Winthrop school now closed. 



Small Primary Schools. 
BrookUne believes in having its primary schools and kinder- 
gartens located near the homes of the children. In accordance 
with this policy it rarely destroys or abandons a building so 

82 



School Buildings and Equipment 83 

long as enough children can be found living near to fill it. In 
October, 1915, the school department maintained seven primary 
buildings each for less than 130 children. The Winthrop 
building at that time contained only 48 children, and the follow- 
ing fall was ordered closed. The six other buildings are still in 
use. They are the Sewall, Parsons, Cabot, Longwood, Lincoln 
primary, and Newton Street Schools. These buildings are 
uniformly old, poorly planned, badly heated and ventilated, 
dangerous in case of fire, and ill adapted to modern educational 
requirements. It is probably true that any suggestion to abandon 
them and substitute one or more modern buildings in their stead 
would arouse opposition on the part of mothers who do not wish 
their children to walk several blocks to school, and of principals 
whose positions carry greater responsibility in small detached 
buildings than would be the case in a modern consolidated school. 

Location. 
It is safe to predict that if a committee of Brookline citizens 
should draw up a list of the qualifications that a school site should 
possess, and then compare the present sites with the requirements 
formulated, they would come to unanimous agreement that not 
more than one or two of the present school sites met their own 
requirements. The high school and Practical Arts buildings are 
close to the steam railroad fine. The Sewall and the Lincoln 
grammar buildings face directly upon a noisy highway and electric 
car track; while the Lincoln primary is sandwiched between the 
electric line on one side and the steam railway on the other. 
The Pierce primary and grammar have insufficient play space. 
The Heath is located at the foot of a hill on springy ground, so 
that it is difficult to keep the basement dry. The Sewall, Parsons, 
Longwood, Lawrence, and Driscoll buildings are all approximately 
within 1000 feet or less of the town boundary line, so that, instead 
of each being the center of a natural school district, they are on 
the edge and draw most of their Brookline population from one 
side. As has already been mentioned the Winthrop School, 
located almost exactly on the boundary line, has recently been 
closed because of a lack of children, while the Long^vood is run 



84 School Survey of Brookline 

practically for the benefit of children living in Boston. Of the 
46 Longwood children interviewed in October, 1916, ten lived 
in Brookline and 36 lived in Boston. Boston prefers to pay 
tuition for these children rather than erect a new school building 
of her own. The Devotion School is somewhat nearer the Harvard 
Avenue car line than is desirable, but the buildings are far enough 
back on the lot to escape most of the noise; the grounds are 
ample, and the school well located with respect to the surrounding 
population. The Runkle School is on high ground, centrally 
located, with large play spaces, and attractive surroundings. 
It is excellently placed. 

Districts. 

There are no school districts in Brookhne. In general » 
children go to the school nearest their homes, but this is not 
always the case. Some of the children living on the hill in the 
Walnut Street region, for example, who are within a short walk 
of the Sewall, Parsons, and Lincoln Schools actually attend the 
Pierce or Lawrence, which are at a considerable distance, and 
across dangerous electric car tracks. Kindergartens are main- 
tained in each of the Sewall, Parsons, and Lincoln Schools, but 
some of the parents of the district enclosed by these buildings 
have refused to send their younger children to any of these kinder- 
gartens, with the result that two Uttle rooms on the second floor 
of the Manual Arts High School have been turned into a kinder- 
garten for these children. 

Partly as a result of the tendency of people to live in groups 
of about the same social and economic status, and partly because 
the absence of school district lines enables parents to decide 
which school their children shall attend, each of the twelve 
elementary schools now in use has a distinctive characteristic, 
so that in talking to teachers and townspeople one hears such 
expressions as "that's for low-class Irish," "second-generation 
Irish go there," "mostly Jewish and professional men's children," 
"offspring of old Brookline families," "only middle-class school 
in town," "new rich," "our public-private school," etc. Probably 
no school cares exclusively for one type of children. In two of 



School Buildings and Equipment 85 

the so-called exclusive schools poor children were pointed out as 
interesting cases, to demonstrate the democratic atmosphere 
existing. Said one principal, "We have had a. coachman's son 
sitting in the same room with one of the children of his father's 
employer." It seems to be true, however, that class distinctions 
are more closely marked between Brookline schools than is 
generally the case between schools of other American communities. 

The establishment of definite school districts and the require- 
ment that all children h\ang within the circumscribed area attend 
a given school would probably have three definite results : In the 
first place a few parents might remove their children from the 
pubhc schools to send them to private schools. Fear of such a result 
is frequently voiced as an argument against proposed changes. 
The prophecy is probably well founded. That the loss of these 
wealthier children would seriously hamper the school system is 
more open to question. 

The second probal)le result of the estal*)lishment of school 
districts is that, while the differences between schools would 
still be marked, enough mixing would occur so that the presence 
of a rich child in a poor school or a poor child in a rich school 
would not be an occasion for comment. The children themselves 
would become less conscious of class distinctions. 

In the third place, if definite school districts were established 
the work of each school would probably be considerably strength- 
ened by the increased interest of parents living in the district. 
If the children hving in the Walnut Hill district, for example, 
went as a matter of course to the Sewall, Parsons, Lincoln gram- 
mar, and Lincoln primary, it is highly probable that within a 
very short time the parents of that section would ask the town 
for a new building to take the place of the old and undesirable 
structures now in use. In a similar way for other schools com- 
munity interest would be focused and responsibility for specific 
local conditions fixed on definite groups. 

From the administrative point of view school districts are 
desirable because they make for greater efficiency. For example, 
under the present arrangements whenever the Board of Health 
sends word to the attendance officer that a school child has 



86 School Survey of Brookline 

been discovered suffering from contagious disease the latter is 
obliged to make a special trip to the home of the child before 
he can discover to which school it belongs and notify the teacher. 
Were district lines established and enforced the address of the 
child would be sufficient indication of the school which he attends, 
and the need for time-consuming house-to-house \asits Avould be 
ehminated. 

In a similar way the school nurse would be able to use her 
time more effectively under the district system, by spending the 
entire morning at a given school and the afternoon in \dsiting 
parents in the same neighborhood concerning the children whom 
she had seen in the morning. Since all of these children lived 
near together she would be able to make many visits with httle 
waste of time. Teachers, also, would find it much easier to 
enter into the outside Uves of their pupils if the latter were all 
grouped near together with the same community interests. 

Perhaps the most important single administrative advantage 
of the school district plan is that it makes possible an inteUigent 
use of the school census as a basis for providing new buildings 
and enlarging accommodations in old ones. By noting each 
year which districts are increasing in child population, and how 
much, the School Committee may plan months ahead where it 
will locate new buildings, where additions should be made, and 
where old buildings should be discarded. It will know how 
many new teachers will be needed and Avbere they should be 
assigned. To the educational administrator school districts have 
few di-awbacks and marked advantages. To the citizens of an 
American community they have social implications as well. 

If Brookhne wishes to revert towards her democratic atmos- 
phere of earUer days one partial means of doing so would be to 
estabhsh school districts and confine enrollment at each school 
to children Hving within that district. It is entirely possible, 
however, that Brookline parents do not wish to have their chil- 
dren associate with those of other social and economic ranks. 
They may feel that democracy within a school s\'stem is dangerous 
or undesirable and that until children reach maturity their play- 
mates should be carefully selected and supervised. If this view 



School Buildtngs and Equipment 87 

is honestly held, not only by the wealthier parents but by the 
large majority of Brookhne famihes, any proposition to establish 
school districts must inevitably meet with overwhelming op- 
position. Members of the Survey Staff believe, however, that 
such an aristocratic attitude should not be imputed to BrookUne's 
people Mnthout giving them an opportunity clearly to face the 
issue and decide upon their stand. 

Upkeep of Plant. 

In 1902, at the suggestion of Superintendent Aldrich, Brook- 
line adopted the pohcy of appropriating a definite amount of 
money for the express purpose of renovating one or more schools 
each year. This poUcy of systematic and continuous attention 
to the upkeep of old buildings is one wddely adopted in progressive 
city school systems and is to be commended. While several 
of the school buildings are of antiquated pattern and unadapted 
to modern school requirements, all of them are in a good state 
of repair. 

Indoor and Outdoor Upkeep. 

Responsibility for the maintenance of school buildings does 
not, however, rest entirely upon the shoulders of the School 
Department. While little appears in the printed records there 
exists an understanding whereby the inside of a building belongs 
to the schools, but the outside belongs to the Park Department 
and the Selectmen. The following statement was secured from 
the School Department as its understanding of the arrangement: 

"The School Department has nothing to do outside of the 
four walls of a building. 

"The grading and landscape gardening, trimming of shrubs, 
mowing of grass, etc., is done b}^ the Park Department. 

"The school janitors clean up around the doorways and 
while the Park Department is supposed to shovel off the walks 
the janitors generalh^ have to open up the paths. 

"The care of the outside of the buildings is in the hands of 
the Selectmen. They repair the roofs, set glass, paint sashes, 
maintain gutters, conductors, and drains. For instance they 
paint the outside of a door, and the School Department the inside." 



88 School Survey of Brookltne 

Teachers in the high school are o]:)Uged to seek permission 
from the Park authorities before they can cut a few sprays of 
i\'y for use in school festivals; and when the Survey "visitor pointed 
out the fact that bushes and vines were seriously diminishing 
the supply of light admitted to several of the classrooms, teachers 
Tephed that nothing could be done, since the Park Department 
did not favor rem.oving the obstructions. 

In other words, Brookline regards indoor playgrounds as 
educational material, outdoor playgrounds as landscapes, and 
paint on the outside of a schoolhouse door as a general matter 
of town business. In 1901 the School Department requested 
that responsibility for the entire upkeep of school property, 
outdoors as well as in, be vested in the school authorities. While 
not a matter of overwhelming importance, it is obvious that 
constant petty annoyances must arise through this present state 
•of divided responsibility. All school property exists for educa- 
tional purposes and its care should rest upon the shoulders of 
the educational authorities. The town should early take steps 
towards this end. 

Janitors and Their Work. 

With two exceptions the janitors employed in the BrookUne 
system impressed the Survey visitor as being competent, dihgent, 
and keenly interested in the welfare of the schools under their 
charge. They have evidently been selected with great oare. 
The relation between janitor, principal, teachers, and children 
seems especially friendly, and constitutes a real and important 
educational asset. 

There is very little supervision; each janitor arranges his 
own work schedule and so long as the school work is properly 
done he receives few suggestions from any one else. 

The "Rules and Regulations of the School Committee" (1908) 
■contain specific directions for cleaning and caring for school 
buildings, but in at least several instances janitors were unaware 
that such rules existed, and regularly departed from them in 
practice. For example, the rules require that classrooms be 
washed once a month; but in most of the schools floors are oiled 
instead of washed — which is probably a better practice. The 



School Buildings and Equipment 89 

laissez faire method of janitorial administration in the small 
system of Brookline has resulted in the development of a group 
of men feeling personal responsibility for their work, and capable 
of independent action. This happy result has probably beqpi 
rendered possible first by the smallness of the system, which makes 
the work of each man conspicuous, and second by the care exercised 
in selecting from among applicants for the position. 

In order that full advantage may be reaped from the excellent 
features now existing, it is desirable that there be closer acquaint- 
anceship between the men. In several cases janitors did not 
know the names of men in other buildings; methods used by 
one man were new to another, and valuable experiences were 
not shared. It is suggested that the formation of an organiza- 
tion of Brookline janitors for the purpose of studying janitorial 
problems would materially benefit both the schools and the men 
themselves. One of the first tasks of such an organization might 
well be the revision of the 1908 printed schedule for janitor service 
in the light of the best current practice. 

Of the 14 janitors five have been employed by the system for 
more than 20 years. The shortest term is two years, and the 
average 15. Salaries range from $988 (not including $120 for 
part-time service at the Newton Street School) to $1352, with an 
average of $1114. There is no definite iDasis for amount of salary 
or number of assistants provided for each janitor. In some 
cases janitors feel that they are not sufficiently provided with 
helpers, and that their working hours, especially during the 
winter months, are too long. It is probably true that some of 
the janitors work harder than others and receive less pay, and 
that some janitors should not be expected to carry on their work 
without an additional helper, but specific recommendations along 
this line must wait until a more careful study of the situation 
can be made. 

Any schedule of payment should take into account the pro- 
fessional training required, floor area and type of heating and 
ventilating apparatus within the building, assign different weights 
to these elements according to their relative importance, and 
base salary awards upon the total thus found. To make such 



90 School Survey of Brookline 

a schedule is a difficult problem. ]Much of the information needed 
could best be secured by a committee chosen from among the 
janitors themselves; and the activities of such a committee would 
probably result in valuable suggestions to the School Board and 
an increased understanding of the complexities of the problem 
on the part of the force. 

Janitors are paid by the year, Ijut are not required to do 
any work during the summer months, other than see to it that 
the buildings are ready for occupancy by September. In most 
well organized school systems janitors are busily employed 
during the long vacation in painting fire escapes and fences, 
repairing school grounds, whitewashing basements, cleaning the 
insides of boilers, and the hke. The following sections quoted 
from the "Rules of the Cleveland Board of Education" are typical 
of the better practice: 

"The custodian shall devote his entire time to the building 
or buildings under his charge. He shall report at the building 
or buildings every day except Sunday or national legal holidays 
not later than 7.45 a.m. and remain at the building until 4.45 
P.M., eastern time. . . . During vacation periods the custodian 
may be absent from the building for lunch between 12 and 1 
o'clock P.M." 

"Two weeks' vacation with full pay shall ]:»c allowed all 
custodians in each calendar 3^ear. ..." 

"At the end of every school year the custodian shall take an 
inventory of all serviceable supplies and equipment on l)lanks 
furnished for this purpose. ..." 

"Pupils' desks must be washed l)oth inside and out. including 
the iron work, during summer vacation." 

"During the summer vacation the basement must be thor- 
oughly cleaned throughout and all walls and ceihngs white- 
washed, excepting in cases where pressed brick, glazed material, 
or metal work is used. Special attention must be given to the 
toilet rooms, closets, and fresh air chambers." 

"The custodian must see that all iron and wood fences, 
storm and outhouses, outside doors of the buildings and screens 



School Buildings and Equipment 91 

in outside basement windows are painted during the summer 
vacation, if necessary. Write the general foreman, if in doubt." 

"The custodian shall make such small repairs to heating and 
ventilating systems, lights, etc., as he may be able to do. These 
repairs are the same in kind as any engineer would be expected 
to make in any plant he might be operating. In case repairs 
are necessary to machinery, motors, boilers, lights, etc., beyond 
his ability, he shall immediately report the same in writing to 
the chief custodian. ..." 

''During vacation he shall clean, oil, and adjust all clocks." 

"At the close of the school year in June the custochan must 
remove all ashes, etc., from boiler tubes, smoke pipes, com- 
bustion 'chambers, base of chimneys, and from all fixtures. Boilers 
must be thoroughly cleaned and everything put in shape ready for 
inspection by the inspector of boilers. ..." 

"The custodian must remove all packings from piston rods, 
valve stem of engine and pumps, take off cylinder and steam 
chest covers, clean cylinders, valve seats, and piston rods, and 
oil them with cylinder oil. All pumps must be drained and 
water shut off. He must remove belt from engines, motors, 
and shaftings, clean and store same in a dry place for the 
summer. ..." 

"The custodian must see that all furnaces, stack heaters, 
stoves, and all pipes and connections are thoroughly cleaned. 
Stoves shall be polished and all black iron work of boiler 
fronts, coils in plenum chambers, furnaces, and stack heaters 
shall be painted." 

The long summer vacation offers opportunity for valuable 
service on the part of the school janitor. This report suggests 
that definite hours of work, and specified tasks, together with 
two or more weeks of paid vacation, be established for all janitors 
during the summer months. 



92 School Survey of BrootOiINe 

ELEMENTARY SCHOOLS. 
Lighting. 
Proportion of Glass to Floor Area. 

It is a generally accepted standard in schoolhouse construc- 
tion that the window glass area for each schoolroom should 
be from one-fifth to one-fourth the floor area. In southern com- 
munities it may even be one-sixth, but in northern States, where 
there is less strong sunhght, the larger proportion is necessary 
if eyestrain is to be avoided. Every classroom in BrookUne 
was visited, and careful measurements were taken of 20 repre- 
sentative cases. The diagram on page 93 shows the proportion 
of window glass area to floor area in each of rooms studied. 

About one-half of the sunlight entering a room is admitted 
through the upper third of the window. Rooms such as are 
found on the second floor of the Pierce Grammar School, where 
the main windows are less than six feet high, instead of the stand- 
ard eight feet, with a semicircular window above, not only 
furnish an insufficient gross glass area but cut off the upper 
corners and obstruct hght by added frames at the top of the 
room where light is most important. Where these semicircles 
are permanently covered with shades which cannot be raised 
or lowered the reduction of effective light is still more serious. 
Rounded windows, green shades fixed at the top, masonry piers 
and vines outside combine with near-by trees, hills, and build- 
ings to cut off light from rooms which are already dark because 
of insufficient glass area. Even in her newest buildings Brookline 
does not reach the best standards for lighting and most of her old 
buildings are seriously deficient. As may be seen by the ac- 
companying diagram, of the elementary classrooms where glass 
area and floor area were compared three-fourths are distinctly 
below standard, and one-half so low as to render their continued 
use seriously open to question. 



School Ei'Ildings and Equipment 



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94 School Survey of Brookline 

Front Lighting. 

There are several cases of front lighting in the Brookline 
schools. At the Newton Street windows are on all four sides. 
Two rooms in the Sewall School are so arranged that windows 
are at the left and front. This arrangement has been made 
because of a belief on the part of the school authorities that light 
must always fall over the left shoulder, and that it is better for 
windows to be directly in front than for light to be admitted from 
the right. From this view the members of the Survey Staff 
must strongly differ. It is true that when people are writing 
light should fall over the left shoulder in order that a shad(jw 
may not be cast upon the page; but the strain incident to the 
use of pen and paper with light from the right is far less injurious 
and far less constant than the strain caused l)y the glare of sun- 
light pouring directly into the eyes of children during the entire 
working day. If the two rooms in the Sewall building are to be 
continued in use the seats should be turned so that windows 
will be at the right and rear of the children. 

Another form of front lighting which causes undesirable eye- 
strain is found in the Runkle and Lawrence Schools. In each 
of these schools a class is held in one end of the assembly room. 
Screens or folding doors cut off most of the light from windows 
at the other end of the hall, but space is usually left through which 
front glare is able to penetrate. More careful attention should 
be paid to drawing shades and adjusting screens or doors in order 
to remove this source of strain. 

Windows Too Near Front. 

A common error in schoolhouse construction which is very 
hard to avoid is the placing of windows along the side of the 
room too near the front blackboard. The modern school architect 
aims (although he does not always succeed) to group his windows 
close together and well away from the front of the room The 
reason is that windows on the side wall near the front may some- 
times furnish almost as harmful a glare for the children's eyes 
as though the window were actually in the front wall. In addi- 



School Buildings and Equipment 



95 



tion such windows usually cast light on the front blackboard 
in such a way that writing is obscured or confused. The present 
tendency is to leave a blank wall space for at least nine feet 
from the front of the room, and to bring the rows of desks forward 
so that windows and desks shall be on the same hne. Ideally 
there should be no glass area extending beyond the front row of 
children. Actually almost every classroom in Brookline breaks 
this rule. A projection of one or two feet is in fact avoided 
only by the most skillful planning, but in several cases the situa- 
tion is more serious. IVIeasurements were taken for 26 class- 
rooms as is shown in the following table: 



Distance which Windows in Side Wall Project Beyond 
Front Desks in Twenty-Six Brookline Classrooms. 



Classroom 

Devotion primary 

Cabot 

Runkle primary 

Lincoln grammar 

Lawrence 

Longwood 

Pierce primary 

Pierce grammar 

Devotion grammar 

Heath 

Pierce primarj^ 

Pierce primary 

Devotion primary 

Pierce primarj^ 

Devotion grammar 

Lincoln grammar 

Pierce primary' 

Pierce grammar 

Driscoll 

Driscoll 

Pierce grammar 

Pierce grammar 

Devotion primary 

Cabot 

Sevvall 

Sewall 



Front 
Desk 
to Wall 
8.0 feet 
10.0 feet 
8.0 feet 
8.0 feet 
10.0 feet 
11.0 feet 
11.0 feet 
10.0 feet 
11.0 feet 
12.5 feet 
11.0 feet 

10.5 feet 

10 . 6 feet 
11.0 feet 
10.5 feet 
10.0 feet 
12.0 feet 
11.0 feet 
12.0 feet 
13.0 feet 

12.7 feet 
11.7 feet 
13.0 feet 
14.5 feet 
14.5 feet 
17.5 feet 



Front 


Wi7idow 


to Wall 


6 . 5 feet 


8.0 feet 


5.8 feet 


5 . 5 feet 


7.0 feet 


8.0 feet 


5.8 feet 


4.7 feet 


5.0 feet 


6.0 feet 


4.0 feet 


3 . 4 feet 


3.0 feet 


3.0 feet 


2.3 feet 


1 . 5 feet 


3 . 5 feet 


1.8 feet 


2.0 feet 


2.0 feet 


1.5 feet 


. 5 feet 


1.3 feet 


1 . 5 feet 


1.2 feet 


1.2 feet 



Projection 
of Window 
Beyond Desk 
1.5 feet 
2.0 feet 
2.2 feet 
2.5 feet 
3.0 feet 
3.0 feet 

5.2 feet 

5.3 feet 
6.0 feet 

6.5 feet 

7.0 feet 

7 . 1 feet 

7.6 feet 
8.0 feet 

8.2 feet 
8 . 5 feet 
8 . 5 feet 
9 . 2 feet 

10.0 feet 
11.0 feet 
11.2 feet 

11.2 feet 
11.7 feet 
13.0 feet 

13.3 feet 
16.3 feet 



It is difficult to suggest any satisfactory remedy for the 
poor lighting conditions here indicated. In most cases the 



96 School Sukyey of Brookline 

window area of the room is not sufficient to justify eoYering win- 
dows near the front with dark shades. Light-colored adjustable 
shades will give some relief. In primary rooms desks are often 
placed well to the rear in order to leave a cleared play space at 
the front. One of the most obvious methods of lessening eye- 
strain from windows near the front wall would be to move all 
classroom furniture as near the front as it conveniently can be 
placed, leaving the clear floor area at the rear of the room. This 
report suggests that in existing classrooms furniture be rearranged 
so that the first row of desks shall be not more than eight feet 
from the front wall; and that in planning new buildings for the 
future architects be requested to group windows close together 
and as far towards the rear of the room as is possible while still 
securing the necessary glass area. 

Unilateral Lighting. 

It is over 20 years since unilateral lighting was first accepted 
as a standard in schoolhouse construction. So universally has 
it become an accepted theory that cross lights in the classroom 
are injurious to the eyes that there is practically no discussion 
of the question in current educational writings other than text- 
books. Brookline has accepted the theory, but does not practice 
it in the case of some classrooms in the newer buildings. In 
the Heath, Driscoll, and Devotion Grammar Schools for example, 
there are several classrooms in which light comes from the left 
only, and each of the new rooms added to the old primary build- 
ing of the Pierce School has unilateral fighting, but in the case 
of the three other buildings just mentioned, although they are 
the three elementary buildings most recently erected (one of 
them not yet three years old), the unilateral principle is adhered 
to only in certain rooms, while in others fight is admitted in the 
old-fashioned way. There is not a public school in Brookline 
which is lighted throughout on the modern principle. 

Direct Sunlight. 

A fact of which Brookfine may well be proud is that she 
has no sunless classroom. All rooms in which children study 



School Buildings and Equipment 97 

are so placed that some time during the day they receive the direct 
rays of the sun. The sun is one of the most effective germicidal 
agents known, and exposing a room to the sun's rays is an effective 
means of preventing epidemics, such as colds and other diseases, 
which are spread through nasal discharge. 

It is necessary, however, while planning rooms so that they 
will receive sunlight during some portion of the day, to see to 
it that direct sunhght does not enter during hours when children 
are seated at their desks. Direct rays produce a glare which 
causes eyestrain. The discomfort of trying to work under the 
direct rays of the sun is so great that most teachers at once pull 
down the curtains of the windows on the sunny side. As most 
of these curtains in the Brookhne schools are of sage green the 
room is at once seriously darkened. 

If all classroom windows faced towards the west children 
would be able to work in the morning in a clear light without 
sunlight and yet the entire room could be thrown open to the 
direct rays of the sun during the long afternoon. In Brookline 
most of the buildings are set at an angle, with the corners of the 
building pointing toward the four points of the compass. In 
a few cases such as Lincoln Grammar School, all classrooms face 
towards the south; but in most of the buildings the southeast. 
In 100 classrooms examined in Brookhne 76, or over three-fourths, 
are exposed to the heat and glare of direct sunlight during the 
entire morning session. 

Shades. 

With insufficient glass area and chrect sunlight during a 
large part of the morning session, the question of window shades 
assumes large importance. Most of the shades now in use in 
the Brookline schools are a light sage green color. In about 
two-thirds of the cases they are fixed at the top, and in about 
one-third of the cases they are of the adjustable type so that 
they can be raised or lowered to cover any portion of the window 
desired. In a few cases, as in the Cabot School, the shades 
roll from top and bottom of the window and meet at the center. 
At the Devotion grammar, where windows swing on pivots, 



98 School Survey of Brookline 

two shades at each window unroll from the center towards the 
top and bottom. 

If light is to be allowed to enter, while at the same time 
direct sunbeams are shut out, window shades must be of ecru 
or some other light color which will not darken the room. In 
the second place they must be adjustable so that it will not be 
necessary to cover the entire window in order to cut off a small 
area of direct sunlight. Shades fixed at top and bottom and 
made to draw towards each other are better than a single 
shade, but not so satisfactory as the regular adjustable shades 
already in use in many schools in Brookline. 

In the third place teachers must be taught to adjust the 
adjustable shade. On one sunny morning when schools were in 
session a member of the Survey Staff noted ten classrooms equipped 
with adjustable shades. In nine the shades were drawn from the 
top of the window in the usual way, while in only one case they 
were adjusted to keep out the sunlight and yet leave the rest of 
the window covered. 



Summary and Recommendations for Elementary Schools. 

1. The window glass area in any classroom in the northern 
part of the United States should equal from one-fifth to one- 
fourth the floor area. In Brookline three-fourths of the rooms 
show an iu sufficient glass area and one-half are seriously below 
standard. 

2. In two rooms at the Sewall School windows are at the front 
instead of the rear of the children. The seats in these rooms should 
be turned, so as to face in the opposite direction. Greater care 
should be taken to avoid front glare in the assembly hall classes 
of the llunkle and Lawrence Schools. 

3. In most of the Brookline classrooms front glare is admitted 
by windows on the side wall which extend beyond the front seats. 
It is urged that furniture be moved forward so that the front 
row of desks shall be not more than eight feet from the front wall, 
and whatever clear space is left shall be at the rear of the room 
instead of at the front. 



School Buildings and Equipment 99 

4. Even when the newest buildings are inchuled there is 
not a pubhc school in BrookUne which is lighted throughout on 
the unilateral plan. In erecting new iDuildings the unilateral 
principle should be rigidly adhered to. 

5. Of 100 classrooms examined in Brookline, 76 are exposed 
to direct sunlight during the morning hours. Because teachers 
draw the shades to exclude glare these classrooms are frequently 
made too dark. In erecting new buildings, especially if the 
one session plan is continued, effort should be made to turn as 
many classrooms as possible towards the west, so that they 
may receive direct sunlight when classes are not in session. 

6. Light-colored adjustable shades should be placed in all 
classrooms and teachers should be taught how to use them. 
This recommendation is especially important for the 76 classrooms 
which receive direct sunlight during the morning session. 

Blackboards. 
When a child stands in front of a blackboard he should 
find a clear writing space extending for several inches below 
the level of his eyes. It should not be necessary for him to reach 
above his head in order to place his arithmetic example upon the 
board. Moreover, care must be taken not to make the l^oards 
so wide that they cover large portions of the wall space. If they 
are black or dark green they absorb large quantities of light. 
It is desirable, therefore, that while there should be plenty of 
space below the level of the child's eyes there should be only 
blackboard space enough above his head to give room for a few 
lines of writing by teacher. With these two elements in mind — 
the necessity for making boards low enough to write on, and for 
keeping them sufficiently narrow so that they will not absorb 
too much light — the following standards have been worked 
out and widely adopted for classroom purposes: 

Grade Distance from Floor Width of Board 
1 and 2 24 inches 28 inches 

3 and 4 27 inches 30 inches 

5 and 6 30 inches 32 inclies 

Upper grammar 32 inches 36 inches 

High schools 36 inches 40 in(!hes 



100 School Survey of Beookline 

Blackboard Heights. 

Practically all the blackboards in Brookline are placed too 
high for the children's use. r\leasurements were taken of 13 
rooms occupied by first, second, or third grade; the results are 
as follows: 

27 inches from the floor 3 cases 

28 inches from the floor 2 cases 

30 inches from the floor 5 cases 

32 inches from the floor 1 case 

33 inches from the floor 2 cases 

In 12 grammar grades the corresponding measurements 
were as follows: 

30 inches from the floor 1 case 

32 inches from the floor 1 case 

33 inches from the floor 1 case 

34 inches from the floor 3 cases 

36 inches from the floor 4 cases 

39 inches from the floor 1 case 

40 inches from the floor 1 case 

That is, four-fifths of all the classrooms studied have black- 
boards placed too high for the children's use. For all buildings 
which are to be retained in service blackboards should be lowered 
at once. 

Blackboard Widths. 

According to the generally accepted standard, no primary 
school blackboard should be over 30 inches wide and no grammar 
school blackboard should be over a yard wide. In every ele- 
mentary school where blackboards were measured they were 
wider than 40 inches — the standard for high schools. Boards 
ranged from 42 inches to eight and a half feet, while the 
medium or half-way measure fell at 48 inches. When this ex- 
cessive width of hght-absorbing blackboard is thought of in con- 
nection with the inadequate glass area of the windows it becomes 
a serious problem. There are two ways of deaUng with it without 
removing the boards : One is to attach shades on rollers similar 



School Buildings and Equipment 101 

to window shades above all the blackboards and have it a fixed 
rule that these shades shall be pulled down when boards are 
not in use. Another method would be permanently to cover 
the upper portion of the blackboard with some light-colored 
material of the same tint as the schoolroom walls. Plaster 
boards should be removed instead of covered. 

Most of the old schools are equipped with blackboards of 
plaster upon wooden lath or brick. In the newer schools black- 
boards are of slate. Slate is so much more satisfactory for school- 
room use than plaster blackboards that it should be used not only 
for new Iniildings but also to replace plaster blackboards in the 
old buildings. The Cabot, Sewall and Lincoln primary buildings 
are especially in need of such replacement. At the Lincoln 
primary the plaster blackboard has been placed upon a brick 
foundation in front of the chimney. In spite of refinishings this 
blackboard becomes cracked and chipped; and it is practically 
impossible to keep it in repair. Every building which is to be 
continued in use should be equipped with good-quahty slate 
boards properly placed. 

Summary and Recommendations. 

1. Four-fifths of all the blackboards measured in the Brook- 
line elementary schools are placed so high on the walls that 
pupils cannot conveniently use them. 

2. All of them are wider than the standard for high school 
classes. 

3. Blackboards in most of the old buildings are of plaster 
on brick or wooden lath. 

It is strongly urged that in every building which is to be 
continued in use, (a) slate boards which are too high be lowered; 
(6) the upper portion of slate boards which are too wide be 
covered with light-colored shades; and (c) all plaster boards be 
replaced by new ones of good-quahty slate. 

Visitors from European countries remark upon the constant 
use which our teachers make of the wall blackboard. Hardly 
an exercise is conducted in which the blackboard does not play 
a part. If Brookhne expects her teachers to do good work she 



102 School Survey of Brookline 

should certainly provide them with tools of the best quality; 
and among these modern blackboards hold an important place. 

Seating. 

For many years Brookline has been committed to the policy 
of provicUng adjustable furniture for classrooms. The carrying 
out of this policy, however, has not been uniform. At the present 
time about two-thirds of the chairs used in the Brookhne schools 
are adjustable and one-third are not adjustable. At such build- 
ings as the Driscoll, Runkle, Devotion, and Heath a good showing 
is made, but on the other hand certain rooms in the Pierce, Lin- 
coln, Cabot, Sewall, Parsons, and Law^rence Schools show a 
surprisingly large number of old-fashioned non-adjustable seats. 
Furniture has been fastened to the floor with care. 

It is a standard requirement that the front edge of the desk 
should overlap the front edge of the seat by about one and one 
half inches. If the overlapping is much greater than this the 
child is crowded too close to the desk. If it is much less the 
desk is too far removed and the child is forced to lean forward. 
In Brookline with very encouraging uniformity this slight over- 
lapping of chair and desk was found in practically all schools. 

Some of the children of the Runkle School are now provided 
with chairs and desks which have been designed especially for 
use in Brookline. In the opinion of the Survey visitor this furni- 
ture is admirably adapted to present schoolroom activities. 
Perhaps its most striking feature from the point of view of school 
administration is that both chair and desk can be raised or lowered 
rapidly and without effort while the child is actually seated at 
his place. The services of a janitor are not needed for this process 
of adjustment. The work can be done by the teacher with the 
aid of an older boy in a remarkably brief time and with satis- 
factory results. Moreover, the adjustable parts are so arranged 
that they can be locked in place. 

This mechanical feature of the chairs and desks now used 
by some of the Runkle children is of very real practical importance. 
At present the l^rookline janitors are expected to do all the work 
of adjusting seats and desks at the beginning of the fall term. 



School Buildings and Equipment 103 

In a large school this may become a tedious task. It is no easy- 
matter for a large man to work over the screws and bolts of the 
forty tiny chairs and forty tiny desks of a primary schoolroom. 
When he faces the prospect of adjusting all the furniture in the 
building within a few weeks at the beginning of the fall term he 
may be excused for looking forward to the prospect with con- 
siderable dread. Furniture that can be adjusted without the 
aid of a janitor would greatly simphfy the task of starting classes 
in the fall term. 

One class in the Runkle and one class in the Sewall School 
have adopted an interesting seating arrangement. Seats and 
chairs are placed one behind the other in straight rows, but 
each set is turned on its base so that children can face squarely 
toward the teacher without turning in their chairs. Desks in 
the center rows are usually parallel with the front blackboard 
but those on the side are turned slightly in. The teachers of 
both classes where furniture is arranged in this way strongly 
prefer it to the usual method. In earlier sections this Survey 
has already recommended many changes in the placing of school 
furniture. It has suggested that front sunhght be avoided by 
turning chairs around to face the other chrection; that in places 
where side windows are too near the front wall all chairs be 
moved forward in order to cut off as much as may be of the front 
glare. It has also urged the necessity of replacing old-fashioned 
non-adjustable furniture with chairs and desks of the modern 
type. If these suggestions are carried out it would be well worth 
while to give teachers in the rooms where changes are being 
made an opportunity to visit the two classes at Runkle and 
Sewall Schools, and where teachers are in favor to experiment 
in these classrooms by replacing the furniture on the angle rather 
than the parallel plan. 



Summary and Recommendations. 

1. About one-third of the seats and desks in Brookline 
elementary schools are of the old-fashioned non-adjustable type. 
Where chairs are adjustable a considerable period elapses at the 



104 School Survey of Brookline 

beginning of tlie fall term before janitors find time to make all 
the adjustments necessary. 

The important thing about chairs and desks is that they be 
adapted to the needs of children who sit in them. If they are 
adjustable a sufficient variety of sizes should be introduced into 
every classroom so that short children may be seated in low 
chairs and tall children in high ones. Theoretically Brookline 
believes in this principle. In practice she ought to follow it. 

2. Care has evidently been exercised in securing the correct 
amount of overlapping between chair and desk. 

3. The furniture now used in certain of the Runkle class- 
rooms is of an excellent type. If the expense is not prohibitive 
it would be desirable to secure more furniture of this type to 
replace the old-type furniture now in use. 

4. Two Brookline classes have adopted a seating plan whereb}' 
every child may face squarely toward the teacher without turning 
on his chair. It is suggested that where seating changes are 
made other teachers be given the opportunity' to try out this 
method with their own classes. 

Toilets. 

Location. 

In all the elementary school buildings except the Sewall and 
the Newton Street toilet rooms are situated in the basement. 
The room for boys is usually at one end of the building and the 
room for girls at the other, and in most cases these rooms are 
reached by separate stairways from the floors above. 

Labels. 

In 23 out of the 26 cases noted in elementary schools the only 
way of determining for which sex the room was intended was 
by opening the door and examining the fixtures within. The 
absence of labels does not cause difficulties for children who 
have long been in the school, but in the case of new children or 
visitors serious embarrassment may result through entering the 
wrong toilet room. Since this matter of labeling is inexpensive 
and easily attended to it is here recommended that signs clearly 



School Buildings and Equipment 105 

indicating for which sex the toilets are intended be attached to 
the outer doors of all toilet rooms at an early date. 

Lighting of Toilets. 

As would be expected in a system where most of the build- 
ings are old, toilet rooms are generally poorly lighted. Where 
basements are well below the ground level and windows are small 
and few it is almost impossible to secure a satisfactory amount 
of light and sunshine within the toilet room. In six cases most 
of the light comes from the north so that sunshine never enters, 
A favorite building plan in the past has been to make the toilet 
room long and narrow with a window at one end. The boys' 
toilet in the Devotion Primary School is lighted by one small 
"wdndow. In the Lincoln annex in the boys' toilet there are two 
narrow windows which become banked with snow m the winter 
and leave the room very dark. In the girls'' toilet in the Long- 
wood School there is one window which is three-quarters beneath 
ground and of little use for lighting purposes. The boys' toilet 
in the Runkle Grammar School is so long and narrow that it 
cannot be successfully illuminated by outside light. Similar 
conditions will be found in several of the other buildings. In 
most cases where the toilet rooms are long and narrow lighting 
is greatly interfered with by the common habit of placing fixtures 
down the center in such a way that those nearest the windows 
cut off light from all of those beyond. 

Ventilation. 

The commonest plan for ventilating toilets in the Brookline 
schools is the foul air flue, which leads directly from the toilet 
room into the outer air. The theory is that since toilet rooms 
are usually heated warm air will rise through the flue and carry 
odors with it; while cool air will come through doors and windows 
to take its place. In some cases a hot air, water, or steam pipe 
has been passed through this flue in an effort to stimulate the 
circulation of air. In the Devotion School toilet rooms are con- 
nected with the regular heating and ventilating apparatus. For 
most of the other buildings, however, they present a separate 
problem. ^ 



106 School Survey of Brookline 

In each visit to a school building the janitor was asked to 
show the Surveyor how the toilet room was ventilated. In almost 
every case he was unable to tell until he had himself investigated 
in order to see whether there was a flue connecting with the 
room. In one or two cases, however, the janitor was well aware 
of existing conditions; for example, at the Cabot School the jani- 
tor reported that on winter nights he was obliged to close the 
cold air flue connecting with the boys' toilet, because if he did 
not the pipes would freeze. Instead of carrying air out from the 
building the foul air flue admits cold air to the basement. 

That the air in toilet rooms is not more impure than it is 
is due to two factors: first, the janitors as a group are constantly 
on the alert to detect odor and remove its source where possible, 
and second, the children of Brookline apparently have been 
carefully trained in the use of toilet facilities. One of the chief 
sources of disagreeable odors in toilet rooms is the chemical 
action of uric acid upon concrete or cement floors. Most of 
the floors in Brookline are of this type, but it is noticeable to the 
visitor from outside that there is comparatively little discolora- 
tion. Were children careless in this matter serious conditions 
might easily be established which would be very difficult to 
remedy. Even as it is in some of the older buildings such as the 
Lincoln, Longwood, Sewall, and Parsons Schools unpleasant odors 
are cUstinctly noticeable, although in at least the first two build- 
ings deodorants are regularly in use. 

Toilet Room Floors. 

As has already been stated, it is a commonly accepted principle 
that toilet floors should not be made of concrete or cement because 
of the unpleasant odor which speedily arises from uric acid when 
it comes in combination with this material. Probably the best 
material for toilet room floors is asphalt. In one or two cases 
this has been used in Brookhne. Not only is asphalt desirable 
because of its cleanliness but it is also impervious to moisture. 
Where cellars are well below the ground in old buildings the 
floors are usually damp. For example, we find in Brookline 
that all through the basement of the Lincoln annex plaster falls 



School Buildings and Equipment 107 

from the walls and ceilings; the floors are always damp, there 
is a bad odor, and deodorants must be used. In the Longwood 
School the floors of the girls' toilet are always damp and odors 
may be detected in the upper rooms. In the Parsons School 
the floor is always damp; and at the Heath and Lawrence, although 
the toilet rooms are in l^etter condition, the floors of the store- 
rooms arc seriously damp much of the time. 

Equipment. 

From the point of view of number of seats and urinals per 
child enrolled, Brookline is more generous than are most com- 
munities. Using the figures for October, 1915, published in the 
latest Superintendent's report, there is one urinal for every 13 
boys, one seat for every 16 boys and one seat for every 11 girls. 
This is a remarkably generous showing. It is usually held that 
if there is a supply of one urinal for every 25 boys, one seat for 
every 20 boys, and one seat for every 12 girls, schools so equipped 
may be rated as excellent upon this point. Brookline schools 
make an even better showing than the standard here cited. 

The type of toilet equipment provided, however, is not so 
satisfactory. With the exception of the Devotion School, where 
both porcelain and slate are used, urinals are made of slate and 
are usually flushed by a pierced iron pipe through which water 
is sprayed upon the surface below. These sprays vary in effective- 
ness. At the Lincoln School in certain of the toilet rooms the 
spray cannot be turned on at full force because it splashes. 
In the Cabot School the holes have become filled with rust so 
that the spraying is interfered with. Slate is a durable and 
impervious material for urinals and is certainly much better 
than the painted iron so frequently found in other school systems. 
The pierced pipe, however, is a very unsatisfactory method of 
water flushing. In most schools where it is now used it should 
be replaced by an overflow pipe or some other flushing device 
which will provide a constant and equal distribution of water 
over the entire urinal surface. 

The closets in the Brookline schools are in wooden stalls 
with individual doors. Usually each has a separate flush ar- 



108 School Survey of Brookline 

rangement. In most cases the flushing mechanism is operated 
by hand, but in a few schools, where very young or poor children 
attend, the chain is attached to the door, so that opening the 
door automatically flushes the toilet. Seats are usually of wood 
with closed fronts. The closets are noticeably free from defacing 
writing or drawing. Wood is an undesirable material for closet 
partitions and seats, since it readily absorbs moisture and holds 
dirt, and is not particularly easy to clean. 

In general it may be said that Brookline provides a bountiful 
supply of not very good toilets, badly housed. The individual 
flush and separate doors are features frequently omitted in other 
school systems and are deserving of commendation. It is also 
Avorth noting that all toilets are supplied with toilet paper. 

Washing Facilities. 

Not enough care has been given to facilities for washing 
the hands after leaving the toilet. Out of 31 toilet rooms ex- 
amined, 16, or about half, provide water, paper towels and soap, 
and therefore encourage children to wash their hands regularly 
after using the toilet. In eight cases water is available but is 
not used for washing purposes, and towels and soap are not pro- 
vided. In seven others there are no washing facilities of any kind. 

Newton Street School. 

Toilet facilities at the Newton Street School are distinctly 
bad, and if the school is to continue in use should immediately 
be changed. There are two closets, one for boys and one for 
girls. Each is what is known as a dry closet, that is, it consists 
of a wooden seat with a wooden cover placed over a hole in the 
ground. There is a sewer directly in front of the building but 
no connection has yet been made with the toilet. Shovels of 
earth thrown into the pit serve to eliminate odors. One closet 
has a ventilating hole over the door covered with a wide mesh 
screen. This screen is so coarse, however, that it does not guard 
from the entrance of flies or mosquitoes. In the other toilet there 
is no regular form of ventilation. To go to the toilet at the Newton 



School Buildings and Equipment 109 

Street School children are obliged to walk outdoors so that they 
^ are exposed to the wet in rainy weather. If this school is to be 
retained in active service modern toilets flushed with water 
should be installed. 

Summary and Recommendations. 

1. Almost none of the toilets in the elementary schools is 
labeled to show for which sex it is intended. It is recommended 
that such signs be installed at once. 

2. Most of the toilet rooms are dark and unpleasant. This 
results from windows opening to the north, too small glass area, 
shrubs or snow outside the window, rooms which are too long 
and narrow, or the placing of equipment so that it cuts off the 
light from parts of the room beyond. Some of these conditions, 
are found even in the newest buildings. Little can be done to 
remedy them; but care should be taken to avoid their repetition. 

3. The fact that the air of toilet rooms in Brookhne is not 
strikingly unpleasant is due not to care in construction but 
rather to good janitor service and well-taught children. 

4. Most of the floors are of concrete. They should be made 
of asphalt. In toilet rooms asphalt resists the action of uric 
acid. In all parts of the basement it keeps out dampness. Cer- 
tain schools in Brookline continually suffer from damp basement 
floors. 

5. Brookline provides a great deal of fairly poor equipment, 
badly placed in unpleasant rooms. 

6. In about half of the Brookline schools children are re- 
quired to leave the toilet room without washing their hands. 
Hot water and soap in every toilet room is an effective means o f 
preventing the spread of certain very dangerous diseases. Brook- 
line children should not be deprived of this protection. 

7. If the Newton Street School is to be continued in use 
it should be provided with running water, and with a modern 
water flush toilet, connected with the sewer, and properly screened 
from flies. 



110 School Survey of Erookline 

Special Rooms. 
The Janitor's Room. 

The janitor does not fare very well in most of the Brookline 
schools. Only in the newest buildings is he provided with com- 
fortable quarters where he may spend those hours of the day 
when he is not actively engaged at work in other parts of the 
building. In old buildings all that is actually accorded to the 
janitor is a private toilet with sometimes a means for washing 
face and hands. He must spend his day in basements which 
are ordinarily dark, ill-smelling, and depressing in atmosphere. 
The janitor has probably longer hours than any one else employed 
in the school system. He is expected to be on hand all day long. 
His work is such that there are many periods of great activity 
and intervening periods of comparative idleness. Moreover, 
where systems are efficiently conducted, there is a surprising 
amount of clerical work, such as the checking of suppUes, etc., 
which must be taken care of by the janitor. 

If he is to do his work properly he should be provided with 
a private office, well hghted, comfortably furnished, with tele- 
phonic communication with the principal's office. There should 
be a desk at which he may work, with drawers for the fifing of 
official documents. There should be at least one really com- 
fortable chair. A toilet room should open from the office, and 
hot and cold water should be provided in abundance. The 
basements of old buildings are cUfficult to remodel, but by using 
ingenuity it should be possible at comparatively small expense 
to provide an office for the janitor. Money and thought invested 
in this way would bring notable returns in the shape of increased 
efficiency on the part of the janitorial staff. 

Medical Inspection Room. 

The Devotion School is the only place where medical inspec- 
tion has been taken with sufficient seriousness so that a special 
room has been set apart for that purpose. The dispensary or, 
as it is frequently called, the nurse's room at the Devotion School 
is excellently planned and equipped. Medical inspection work 



School Buildings and Equipment 111 

in the other schools is carried on in empty corners. At the 
Heath School what is probably a fairly satisfactory arrangement 
has been secured by using the dressing room opening off the 
stage in the auditorium as a medical inspection room. At most 
of the other buildings, however, quarters are distinctly inferior. 
At the Pierce Grammar School medical inspection is carried 
on in the school hbrary. In several schools the teacher's room 
is used. Sometimes children are merely called out into the hall. 
At the Lincoln a discarded shop room in the annex serves this 
purpose. In most cases it is necessary to carry around from 
room to room all the medical inspection supplies, such as records, 
tongue depressors, etc. 

Every medical inspection room should have attached to it 
a small toilet room wath washing facihties. There should be a 
special cabinet for medical supphes, a couch upon which sick 
children may be laid, and a set of scales. This room should be 
particularly well lighted. If medical inspection in Brookline 
is to take the place which it should take as one of the most im- 
portant school activities special rooms must be set aside in every 
building for the use of nurses and doctors. 

Teachers^ and Princiyals' Rooms. 

Brookline has usually made very good provision for the com- 
fort of her teachers and principals. Teachers' rooms usually 
include toilet and washroom, a couch, chairs, table, and either 
a gas or electric plate where food may be heated. Only in the 
Sewall, Lincoln grammar, Lincoln primary, and Lawrence Schools 
are the teachers really poorly housed. At the Sewall School 
there is no special toilet for the teachers. The teachers' room 
at the Lincoln grammar is bare and unattractive. At the Lin- 
coln primary the teachers' room is positively unpleasant. If a 
rug, screen, curtains, steamer rug, pillow, and tablecloth were 
added the appearance of the room might be greatly improved. 
Since there is no artificial light of any kind in the building it has 
been impossible to install any means of heating food. Teachers 
carry their own Thermos bottles. Considering the good con- 
ditions generally found in BrookUne, the appearance of the 



112 School Survey of Brookline 

teachers' room at the Lincoln primary is a distinct shock to the 
visitor. 

Similar conditions exist at the Lawrence School. The 
teachers' room is furnished by three chairs and an old desk. 
It is bare and unattractive. There is no place in the building 
except in the principal's office where a sick teacher or child may 
lie down. 

The principal's office in the Lawrence is also exceedingly 
bare and uninviting. In most of the other buildings the princi- 
pals are well taken care of. 

Summary and Recotnmendations. 

1. It is recommended that a special office be prepared in 
the basement of each school for the use of the janitor. 

2. Special rooms devoted to the medical inspection service 
should be provided in all but the Heath and Devotion Schools. 

3. Most of the teachers' rooms are well equipped and at- 
tractive, but those at the Sewall, Lincoln grammar, Lincoln 
primary, and Lawrence Schools are distinctly inferior. If these 
buildings were to be continued in use the teachers' rooms Would 
require many changes. Even for temporary service an attempt 
should be made to increase their facilities. 

4. Offices for principals are usually comfortable and well 
equipped. The Lawrence School offers a striking exception. 

Heating and Ventilation. 

Heating Apparatus. 

As is true in all but the newest of school systems the heating 
apparatus of the various Brookline buildings shows great variety. 
It is unfortunately true that there is hardly a city in any of 
our northern States in which the heating and ventilating of 
school buildings is satisfactorily cared for; and the most serious 
element of the whole situation is that as yet very few construc- 
tive suggestions can be made as to methods of improving existing 
conditions. It is probably true that within the next few years 
great advances will be made towards solving this problem, and 



School Buildings and Equipment 113 

it is urged that Brookline remain on the alert to discover what is 
being done and take advantage of new suggestions. 

In Brookline the heating apparatus ranges all the way from 
one unjacketed stove in the Newton Street School to an ex- 
ceedingly complicated heating and ventilating plant at the Devo- 
tion School. In three cases heat is furnished by a furnace sup- 
plemented by a hot water heater (or, as is the case in the Long- 
wood, a hot water heater which has been turned into a steam 
heater) for warming corridors and toilets. In the other buildings 
heat is furnished by steam boilers. Direct heat is furnished 
by steam pipes around the walls of the room, and indirect heat 
by means of air taken from outside and sKghtly warmed before 
being admitted to the classroom. 

Ventilation. 

Ventilation in the Brookline buildings is usually by means 
of open windows and fresh air flues. In most cases within the 
air flue there is a steam pipe or radiator which somewhat warms 
the air before it goes into the classroom. In six of the buildings 
there are fans which pump air from outside into the classroom. 
At the Devotion School air is forced in from outdoors, and strained, 
cleaned, and moistened before it is admitted to the classrooms. 
At the Lincoln annex the fan is used only in coldest weather 
when it is impossible to heat the building in any other way. 
It stands in the center of the floor unprotected by sheltering walls, 
and instead of drawing in air fresh from outdoors it collects air 
from all parts of the basement and sends it up into the rooms. 
At the Lawrence and Parsons Schools it is also possible to force 
air drawn from the fuel bin, toilet, and other parts of the base- 
ment up into the classroom, when the fan is going. 

Air Ducts. 

Every building is provided with some sort of a chamber 
or duct which is supposed to carry fresh air from outdoors into 
the building. In a few cases, as at the Devotion School, these 
ducts are placed well above the level of the ground, but in most 
of the schools ducts are so located as readily to admit flying dirt. 



114 School Survi:y of Brookline 

decayed vegetable matter, and the like. The position of the 
air intake was noted in the case of 12 of the Brookline buildings. 
The results were as follows: 

10 feet above ground 2 cases 

4 feet above ground 3 cases 

2 Yi feet above ground 1 case 

Just clearing the ground 3 cases 

Below ground level 3 cases 

That is, of the 12 cases examined six were either below 
the level of the ground or just at the ground line. Every time a 
strong draft sucks in cold air from outside it is apt to carry with 
it particles of dust and dirt and force them up into the rooms 
where children are sitting. In one or two schools an effort has 
been made to filter incoming air by means of fine cheesecloth 
screens, but these precautions, which should be taken everywhere, 
are found only in the better schools where air inlets are high 
and well protected. Inlets in the old schools, which are at or 
below ground level, are usually closed by an iron grill which 
serves chiefly as a means of preventing small bugs from crawling 
into the pipe. 

At the Pierce Grammar School air is taken from the street 
level. It is then drawn over the tops of the boilers, and no proper 
separation has been made between the air ducts and the boiler. 
The incoming fresh air is mixed with gas from leaky joints, soot, 
etc., and is carried up to the classroom for children to breathe. 
The heating plant of the Pierce School is in need of alterations. 

Measure7nents of Heat. 

Every room in Brookhne is supposed to be equipped with 
a thermometer, and the teachers are required to send in monthly 
reports of tlie daily temperatures in their rooms. Except in 
those buildings which are equipped with thermostats there is 
no way for the janitor to tell how warm different rooms are 
without visiting them in person. There are no thermographs 
in the Brookline schools. The thermograph is a device which 
registers in the janitor's office the amount of heat in each of the 
classrooms in his building. It is comparatively inexpensive and 



School Buildings and Equipment 



115 



simple to install, and greatly simplifies the janitor's task during 
the cold weather, when changes in heat are freqiunitly necessary. 

Classrooms should never be allowed to show a temperature 
higher than 68° F. In many places where air is properly 
moistened this standard can be lowered to 65 degrees with notice- 
able increase in comfort; 68 degrees, however, is the accepted 
temperature for classrooms in general. As was stated in an earlier 
paragraph, every classroom is furnished with a thermometer and 
the teachers are required to send in reports of temperatures 
taken at 8.30 and 11 in the morning. Such a regulation keeps 
the teachers interested in the question of heat and ventilation. 
It is unfortunate that many of the teachers have come to believe, 
and with reason, that no one ever reads these reports after they 
are sent. 

Careful scrutiny of the temperature reports would undoubt- 
edly lead to radical changes in school procedure. For example, 
the following records were found recorded in three of the Lincoln 

School rooms. 

Lincoln Primary. 



December 


8.30 


11 


4 


72 


76 


5 


80 


76 


6 


76 


74 


7 


73 


72 


8 


78 


76 


4 


70 


68 


5 


74 


70 


6 


76 


72 


7 


74 


70 


8 


72 
Lincoln Grammar. 


70 


December 


8.30 


11 


4 


68 


76 


5 


70 


75 


6 


77 


77 


7 


69 


74 


8 


68 . 


76 



Undoubtedly these figures do not represent conditions in all 
school buildings. They are probably extreme cases, although 
they were not selected for that reason. In both of the Lincoln 
buildings classrooms face towards the south and receive direct 



116 School Survey of Brookline 

sunlight most of the morning. It is difficult to keep the tempera- 
tures as low as they should be kept; but such extremes as are noted 
in the three tables given above should have been the basis for 
innnediate investigation. 

Care should be taken in placing the classroom thermometer 
to see that it is not subjected to special factors which do not 
represent conditions in the rooms. For example, at the Lawrence 
School in one of the second-floor rooms on December 7 the ther- 
mometer showed a temperature of 68° F., but the thermometer 
on the sling psychrometer measured only 63 degrees. The classroom 
thermometer hangs on the wall just beside the crack in the door 
which leads into the hallway. Temperature in the hallway 
was very much higher than in the room and it seems certain that 
the thermometer was registering not the real classroom heat but 
the heat of the air which was coming through the crack in the 
door. The best location for a classroom thermometer is the center 
of the room suspended by a string from the ceiling. 

Hiimidity. 

In the Devotion, Pierce primary^ Pierce grammar and Heath 
Schools special apparatus has been erected to provide a sufficient 
amount of moisture in the air. At the Lawrence School there 
is no special humidifying apparatus, but steam jets are kept 
going in most of the rooms. These devices are installed for the 
purpose of preventing the classroom air from becoming too dry. 
When air is heated it expands and thereby increases its capacity 
for moisture. Unless it is artificially supplied this hot dry air 
tends to absorb the moisture upon the skin and mucous mem- 
brane surfaces of people within the room. It has been apparently 
successfully demonstrated that one of the common conditions 
which lead to "catching cold" is the air of a hot room which, 
by absorbing moisture from the mucous membrane of nose and 
throat, makes these parts flushed and sensitive and renders them 
easily affected by germs. 

In order to determine the amount of humidity in Brookline 
classrooms tests were made by means of the sUng psychrometer. 
The results are shown in the following table. 



School Buildings and Equipment 



117 



PSYCHROMETER READINGS IN 18 BrOOKLINE CLASSROOMS 



School 


I 

Q 

to 

5 


s 

o 
e 




;0 


(5 


^1 


2 '~ 


Lincoln \ riman- 


8 


30,0 


75 


54 


21 


SO 


21 


Parsons 


7 


29.8 


65 


48 


17 


72 


24 


Devotion intermediate 


S 


30.0 


69 


52 


17 


SO 


28 


Lincoln primary 


8 


30.0 


69 


52 


17 


80 


28 


Devotion grammar 


8 


30.0 


70 


53 


17 


SO 


29 


Lawrence 


7 


29.8 


63 


48 


15 


72 


29 


Parsons* 


7 


29.8 


54 


43 


11 


72 


29 


Lawrence 


7 


29.8 


67 


51 


16 


72 


30 


Lincoln primar}' 


8 


30.0 


65 


50 


15 


80 


31 


Lincoln annex 


8 


30.0 


68 


52 


16 


80 


31 


Devotion grammar 


8 


30.0 


69 


53 


16 


80 


32 


Devotion primary 


8 


30.0 


66 


51 


15 


80 


32 


Devotion grammar 


8 


30.0 


67 


52 


15 


80 


33 


Lincoln primary 


8 


30.0 


70 


54 


16 


80 


33 


Lincoln grammar 


8 


30.0 


70 


54 


16 


SO 


33 


Devotion primary 


8 


30.0 


68 


54 


15 


SO 


34 


Lawrence 


7 


29.8 


64 


50 


14 


72 


34 


Devotion intermediate 


8 


30.0 


66 


52 


14 


SO 


36 



Parsons open air class. 



It will be noted here that the relative humidity of the class- 
rooms on the days tested ranges from 21 in the Lincoln Primary 
School to 36 in the Devotion Intermediate School, with an average 
humidity of 31. Even at the Devotion School, which is equipped 
with an elaborate humidifying apparatus, it is amazing to note 
the great difference on a given day between the mean relative 
humidity of the outside air as compared with the relative humicUty 
of the classroom air. All of these measurements w'ere taken 
on days when the sun was shining brightly. ]Mcasurements 
taken on one day during rainy weather were omitted from this 
•calculation because conditions were not typical. 



118 School Survey of Brookline 

An interesting element is the humidity of the open air class 
at the Parsons School, which is only 29 as compared witli a 
mean relative humidity of 72 for the same day outdoors. In 
the open air class all the windows and doors were open when the 
tests were made. A considerable amount of hot air was being 
forced into the room from furnaces below, and there was a very 
strong draft from the hallway into the room. The air of the 
open air classroom was more than twice as dry as that outdoors. . 
The explanation probably is the air in the open air classroom was 
coming from other parts of the building and rushing out the 
window. When the anemometer used to test air currents was 
held in the open doorway which led from the stairs going down 
to the toilet room it registered a very strong incoming rush of 
air being drawn from the basements and toilet rooms into the 
open air classroom. 
Air Currents. 

It is usually held that at least 2000 cubic feet of air per 
child per hour should be admitted to every classroom. In Brook- 
line some measurements of air inflow and outflow were taken in 
the elementary and high schools by means of what is known as 
the anemometer, which measures the velocity of air currents. 
In the elementary schools findings range from 480 cubic feet per 
child per hour to 1440 cubic feet per child per hour of air being 
admitted through the fresh air inlet of each classroom studied. 
The outlets of the same rooms showed a variation of from 1020 
cubic feet to 3660 cubic feet per child per hour. 

The apparent discrepancy between the small amount of air 
being admitted through the fresh air flue and the large amount 
being expelled through the foul air flue may largely be accounted 
for by the fact that in the 18 rooms examined 15 had open win- 
dows and of the others three had at least one door open into 
the hallway. These rooms secured most of their heat from 
direct heating by steam pipes and most of their fresh air from 
outdoors or from the corridors of the school building. Com- 
paratively small amounts were admitted through the fresh air 
inlet. In several cases there was no perceptible draft at the 
inlet ; in others warm air was admitted in gusts blowing violently 



School Buildings and Equipment 119 

for a few seooncls and then becoming still. In one room in the 
Lincoln annex a back draft in the foul air outlet sent cold air 
into the room in a strong current; A more careful study of 
conditions in the Lincoln building will probably reveal that when 
the wind is in a certain direction the foul air outlet actually serves 
as an inlet for cold outdoor air. Certain rooms in the building 
are proverbially hard to heat, and it is not unlikely that the 
explanation for this condition will be found in the action of the 
wind on the foul air flue. 

Summanj and Recommendaiions. 

1. The heating and ventilating apparatus in the Brookhne 
schools shows wude variety, including stove, furnace, hot water, 
and steam heating; and window, cold air, warm air, and plenum 
fan ventilation. 

2. Several of the schools have fans to aid in ventilation. 
Some of these when in use force air from the toilet rooms into 
the upper parts of the building. All fans should be installed 
in fan chambers, directly connected with the outer air, and cut 
off from the rest of the basement. 

3. In all new buildings openings to air chambers should be 
placed well above the ground level. In old buildings cheese- 
cloth should be stretched across the openings to strain out dirt. 
This cloth should be changed at frequent intervals. 

4. The heating and ventilating plant at the Pierce Grammar 
School should be examined by a competent heating engineer and 
changes made in accordance with his suggestions. 

5. A thermograph system — whereby the temperature of 
each room is automatically recorded in the janitor's office — should 
be placed in every school where thermostats are not already 
installed, 

6. Unless the temperature records reported daily by school 
teachers are to be used as the basis for constructive work by 
janitors and the central office they should not be gathered. If 
excessive temperatures are maintained there is little advantage 
in the fact that records are made of them. Such records can be 
useful, but they require being studied as well as being collected. 



120 School Survey of Brookline 

7. The air of Brookline classrooms is uniformly too dry. 
No constructive suggestions can at present be given as to means 
of remedying this situation, but it is urged that a study be made 
of different ventilating systems in order to ascertain what plan 
should be followed in future buildings. 

8. More attention should be paid to the direction of air 
-currents. Where rooms are hard to heat back drafts in foul air 
flues should be looked for. Where windows and doors are open 
in classrooms teachers should be taught how to discover whether 
the air is coming in the windows and going out the door, or coming 
in the door and going out the windows. Better supervision and 
more inteUigent instruction to teachers are needed to improve 
the hygienic conditions of schoolrooms. 



Fire Risks. 
Basements. 

Most school fires start in the basement. If, therefore, base- 
ments can be rendered thoroughly fireproof, probably the most 
important single step has been taken towards safeguarding the 
lives of the children. In the standard schoolhouse such as is 
now being built in progressive communities, the heating plant 
is completely isolated. Furnaces or boilers are surrounded bj' 
fireproof ceihngs, walls, and doors. ' These doors are of metal 
or metal covered, closely fitted in the surrounding frame, and hung 
with springs so that they remain closed. Not only is the ceiUng 
■directly above the heating plant of fireproof material, but usually 
the entire basement is separated from the rooms above it by 
fireproof floors. Fuel bins are also isolated, and are usually built 
underground beyond the main foundation walls of the building. 
They are completely fireproof and closed with fireproof doors, 
or metal slides. Storage rooms in the basement are of fireproof 
construction and special care is taken to see that oil, paint, cotton 
waste, etc., are so placed that they cannot readily become a 
source of danger. 

In many modern buildings automatic sprinklers have been 
installed in storage rooms and heating rooms, so that in case of 



School Buildings and Equipment 121 

fire an alarm will automatically be given and the blaze drenched 
with water. The cellar stairs are of fireproof construction. 
No wood is used in their building and they are separa,ted from 
the upper floors by fireproof doors which automatically swing 
closed. Steam pipes and other heat pipes are carefully protected 
so that they will not come in contact with Avooden partitions. 
Electric fights are used instead of gas or kerosene. Gas meters 
are carefully installed so that there may be no danger of leaking 
joints and consequent explosions. 

In the preceding paragraphs brief mention has been made of 
these safient features which are recognized by school men as 
necessary if a building is to be thoroughly protected from base- 
ment fires. In Brookline there are a few schools in which most 
of these provisions have been carried out. While not ideal in 
every way the heating plants of the Driscoll, Runkle, Devotion, 
Pierce grammar and Heath Schools may all be ranked as fairly 
well protected. 

On the other hand, the heating plants in the basements of 
the Lincoln primary, Lincoln annex, Lincoln grammar, liong- 
wood, Cabot, Sewall, and Lawrence Schools all present fire risks 
of a sort which should not be tolerated. 
Lavjrence. 

At the Lawrence, which is a half brick, half wood building 
with a sliingle roof, fuel is separated from the boilers by wooden 
partitions, the ceiling directly above the boiler is of plaster on 
wire lath, but other portions of the ceiling are not so protected. 
There are no doors to the boiler room. The main stairway is 
of wood and not properly separated from the rest of the building. 
Parsons. 

At the Parsons School, which is also a combination of brick 
and wood, neither of the furnaces is separated from the rest of 
the basement. Fuel is in the same room with the furnace in 
each case and is held in place by wooden partitions. At one end 
of the building when the coal bin is well filled the heat pipes 
rest directly on the coal. Above both furnaces is a sheet of metal 
which extends for a short area. The basement stairs in the 
Parsons School are unusually treacherous. Thoy are narrow 



122 School Survey of Brookline 

poorly lighted, and contain mimy dangerous corners and wedge- 
shaped steps, so that the smaller children are unable to descend 
them without the help of a teacher or nurse. Connection between 
the various parts of the basement is peculiarly complicated and 
in tim.e of panic or fire children might easily be trapped there. 

Although the Parsons School is a bad fire risk it has tAvo 
redeeming features — first, comparatively few children are en- 
rolled, and second, the janitor lieing aware of the dangej" is par- 
ticularly careful to keep fuel away from the furnace door, to 
store oil, waste and other inflammable material properly, and to 
prevent the accumulation of furniture. One of the best examples 
of schoolhouse-keeping observed during the Octol^ier period of 
the inspection was in the basement of the Parsons School. It is 
needed there. 

Sewall. 

In the Sewall School the only attempt to isolate the heating 
plant from the rest of the building is wire lath and plaster in the 
ceiling directly above the boiler. There are no doors or partitions 
even of wood to separate the boiler from the rest of the basement. 
The fuel supply is close to the boiler. Cellar stairs are of wood. 

Cabot. 

At the Cabot School the main stairway is directly over the 
boiler. The main coal supply is on the floor of the basement, 
not isolated by walls or doors. A small supply of coal is kept 
near the boiler. A wooden partition eight feet from the boiler 
with a wooden door closes off the furnace room from the 
rest of the cellar. The stairs leading to the basement are of wood 
and have three bad wedge-shaped steps at the top, which render 
them extremely unsafe for the use of primary children. The 
Cabot School is of old-fashioned construction and would burn 
easily. 

Lonywood. 

At the Longwood School a wooden coal bin is within six 
feet of the furnace door. The cellar ceiling is not fireproof and 
the smoke pipe from the furnace runs from within two feet to 



h^i^HooL Buildings and Equipment 123 

within 10 inches of the ceiling. A rather hurried inspection 
made by the Survey visitor disclosed no evidence of extra fire- 
proofing directly above the boiler or between the smoke pipe and 
the ceiling. Two unprotected steam pipes pass through small 
holes in wooden partitions near enough to become a source of fire. 
Wooden stairs lead from the first floor to the basement, and are 
not closed off from the rest of the building by doors. The building 
is overrun with rats. 

Lincoln Grammar. 

The most dangerous basement conditions in the Brookline 
public schools were found in the Lincoln buildings. In the 
Lincoln Grammar School the basement ceiling, apparently not 
fireproof, is within two feet of the top of the boiler with pipes 
running iDctween the two. The boiler room is separated from the 
rest of the l^asemcnt by a metal covered door, but space is left 
open directly above. There is no door to the fuel room. The 
hot smoke pipe from the boiler at the time of the October inspec- 
tion was actually resting upon the coal. It passes six inches 
above a wooden partition and two feet below a lath and plaster 
ceiUng. The ])oiler is situated directly under one of the main 
stairways of the builcUng. At the September visit a pile of 
coke was chrectly under the wooden basement stairs. In the 
basement storeroom the oil supply and the supply of cotton 
waste were stored side by side. This storeroom is provided 
with brick w^alls, a wooden floor, and wooden doors. Wooden 
furniture was piled in the same room with the other inflammable 
material. 

Lincoln Annex. 

In the Lincoln annex, at the September inspection, a coal 
pile rested against the wooden toilet partition. There is no door 
to the fuel room. The ceiling is apparently of laths and plaster, 
and is unprotected. A pile of coke rested against a single board 
partition beyond which are wooden stairs. This pile still remained 
at the time of the October inspection. A smoke pipe runs close 
to the ceiling. It is protected from the ceiling by a small sheet 



124 School Survey of Brookline 

of metal in one place, but along most of its length is unprotected. 
Steam pipes run through roughly cut holes in wooden partitions, 
and at places actually touched the wood. Unprotected steam 
pipes run over piles of coal, in some places nearly touching them. 
Piles of old furniture were neatly stored in the basement. 

Lincoln Primary. 

In the Lincoln Primary School heat is furnished by two fur- 
naces, one under each half of the building. In the western end 
the furnace is within 18 inches of an unprotected ceiling. Coal 
filled the rest of the room at the September inspection, and was 
held back a few feet from the furnace door by wooden planks. 
Unprotected furnace pipes passed directly over it, nearly touching. 
There is no door to the furnace room. In the eastern wing the 
coal supply was banked up within two feet of the furnace door. 
Unprotected furnace pipes run within a few inches of the ceiling, 
with piles of lumber directly below. A metal sheet is placed 
above the smoke pipe, but the other pipes are not so protected. 
A heat pipe runs just far enough above a wooden air intake to 
allow the Surveyor's hand to slip in flat between the two. Furni- 
ture and coal were stored side by side in this same room near 
the furnace. Ash cans were close to the wood supply. The 
basement of the Lincoln Primary School is so dark that it is 
almost impossible to see one's way. There is no means of artificial 
lighting. The stairs are of wood, closed b}^ wooden doors. The 
basement is so dark that it was only through a sudden fall over 
an unexpected obstruction that the Survey visitor discovered a 
pile of coal directly under the front stairs, actually touching the 
wooden stair tread. Old furniture is stored under the back stair- 
way. 

Summary. 

The basements of the Lawrence, Parsons, Sewall, Cabot, 
Longwood, Lincoln grammar, Lincoln annex and Lincoln pri- 
mary buildings present conditions so serious that they call for 
immediate and drastic action. 



School Buildings and Equipment 125 

The " Cyclopedia of P'ire Prevention and Insurance," Vol. I, 
page 67, states that in the United States we average 10 schools 
burned up or partially destroyed every week in the year. Brook- 
Une may escape for an indefinite time. It is for the citizens of 
Brookline to decide how far they shall take chances with the lives 
of their children. 

Attics. 

The most approved plan in building schoolhouses does away 
with the pitched roof entirely and substitutes a flat roof, such as 
is now commonly found in apartment houses, hotels, etc. The 
flat roof of the schoolhouse is generally utiUzed for open air gym- 
nasiums, playrooms, open air classes or roof gardens. Where for 
any reason it seems desirable to have a pitched roof, the greatest 
care is taken to prevent possible tire risk by cutting off all drafts. 
In buildings of the old-fashioned type of construction, fires which 
started in the basement or in the lower stories were apt to spread 
quickly between the outer and inner walls until they reached the 
attic. Large open spaces in the attic, especially when combined 
^^•ith loose-fitting windows or cupolas, acted as flues to suck flames 
up toward the top of the building. 

Where the old-style wooden lath construction has given way 
to wire lath, and floors have been properly fire stopped, the danger 
that fires will spread between walls has become greatly lessened. 
Nevertheless, large, open attic spaces, because of their tendency to 
create drafts within the building and because of the UkeUhood 
that they will be used as storage places for combustible material, 
are from the point of view of fire protection undesirable. 

Where attics exist they should he closed off from the rest of 
the building by fireproof doors which are kept securely locked at 
ail times. If the attic space is large, partitions should be placed 
across it, so as to cut it into two or three separate rooms. No 
furniture, paper or other storage material of any kind should be 
allowed ni the school attic. 

There are no buildings in the Brookhne system which are of 
the modern flat-roofed type. In the cases of the Runkle and 
Devotion Schools, which are built on the cottage plan- of three 



126 School Survey of Brookline 

buildings lor each plant, the reason given for erecting the newest 
building with a pitched roof was that it was necessary to make 
each new building conform to the general architectural type of 
the group. This argument, however, does not hold for the Dris- 
coll School, built in 1911, standing by itself and provided with a 
large attic. While it is frequently claimed that the large attic is 
a remnant of early school architecture, it is interesting to note 
that in Brookhne this is not the case. Schools such as the Law- 
rence, Lincoln, Parsons and Cabot, which are among the older 
buildings of BrookUne, have comparatively small and low attics, 
some of which cannot be reached by the ordinary stairway. In 
Brookline the large attics seem to be a modern tendency which is 
distinctly undesirable. 

Large attics are found at the Driscoll, Eunkle, Devotion, 
Longwood and Sewall Schools. In the first three, fire risk is 
materially lessened by the use of metal lath in building. Each of 
these, however, shows large open spaces, and in all five plants 
there is a certain amount of furniture stored away in the attic. 
In each case the furniture is of comparatively small amount and 
neatly stored. It should, however, be removed. In the Long- 
wood School there is no good place to store even supplies such as 
books, paper, etc. Shelves have been placed at the foot of the 
attic stairs and much of the material is placed in the attic itself. 
The use of any school attic for storage purposes, unless the space 
is properly fireproofed, is distinctly dangerous and should not be 
allowed. A rule should also be passed prohibiting the leaving open 
of attic doors during school hours. In visiting Brookhne schools, 
it was unusual to find an attic door locked. 

Summary and Recommendations. 

There are three suggestions to make concerning the attics of 
BrookUne school buildings; 

1. Keep them empty. 

2. Keep them locked. 

3. -Never build another. 



School Buildings and Equipment 127 

Corridors. 

It is safe to lay down the general proposition that the main 
corridors in school buildings should never be less than 11 feet 
wide, nor more than 18. If they are narrower than 11 feet, they 
make it difficult for classes to move rapidly about. If they are 
wider than 18 feet, the cubic foot cost of the Imilding is greatly 
and unnecessarily increased. The exact number of feet must 
depend upon the numl^er of classrooms which empty into that 
corridor. If wardrobes or other pieces of equipment must be 
placed in the hall, the width of corridors should be increased. It is 
highh' undesirable, however, to make any such provision for 
corridor equipment. Every drinking fountain, wardrobe, show- 
case, or piece of statuary which projects out into the hallway 
becomes a possible source of danger in time of panic, because it 
may serve to impede the direct Une of escai:)e for marching chil- 
dren. Where statuary, drinking fountains and the Uke are needed 
they should be placed in especially prepared niches and set flush 
with the main wall. 

In most of the Brookline schools wardrobes for children's 
wraps have been placed in the hallways. In a few cases, such as 
at the Driscoll, Devotion grammar. Pierce primary, Lawrence 
and Parsons Schools, regular cloakrooms have been built adjoining 
classrooms, but in most of the other schools wooden walls or wire 
screens have been placed in the corridors and the enclosed space 
used for Avardrobe purposes. 

At the Heath and Runkle Schools these hall wardrobes are 
placed in alcoves set oft' from the main corridor in such a way that 
they do not interfere seriously with direct passage. Even in these 
schools if there were a panic the hall wardrobes might lead to 
serious results because, as has been repeatedly demonstrated, 
children who become frightened are apt to rush from the line and 
seek to secure their coats and wraps before going outdoors. 
WTiere wardrobes are on the hue of march it is sometimes difficult 
to control this hysterical tendency. 

The wardrobe danger at Heath and Runkle, however, is far 
less serious than in the cases of several of the other schools, where 
the closed-off spaces in the hall have seriously encroached upon 



128 School Survey of Erookline 

the available exit space, and where spaces are often left between 
the wardrobes in such a way that if there were a panic weak chil- 
dren would be apt to be pushed into the spaces by the rush of 
their stronger classmates. 

At the Cabot School partitions which formerly enclosed ward- 
robes have been removed, and hooks left along the wall. Had this 
task been properly completed the Cabot corridors would be amply 
wide for every need. Unfortunately, on each floor cupboards 
have been left at the center of one side, projecting out into the hall 
for a distance of six feet. These cupboards are a serious source of 
danger and should be speedily removed. 

The following table indicates, in the case of 12 BrookHne 
buildings for which exact measurements were taken, the available 
free width of corridor space; that is, the amount of space left free 
for the passage of children after the Avidth of obstructions has 
been deducted. 

Corridor Width Free 

School from Obstructions 

Lincoln annex 5 feet 

Sewall 5 feet 6 inches 

Riinkle jjrimary 6 feet 

Lincoln grammar 7 feet 

Devotion primary 7 feet 6 inches 

Devotion intermediate 7 feet 10 inches 

Longwood 8 feet 

Cabot 8 feet 3 inches 

Heath 10 feet 

Pierce primary ' 10 feet 4 inches 

Devotion grammar 11 feet 9 inches 

Driscoll 12 feet 

In large buildings it is exceedingly desirable to build corri- 
dors in such a way that by means of vertical partitions and doors 
the building may be cut into two or more units, completely sepa- 
rated from each other by fireproof stops. This makes it possible 
in case of fire in one end of the building rapidly to transfer children 
to other parts and to shut off the dangerous portion from the rest 
of the schoolhouse so that smoke and flames cannot for a consider- 
able time escape. An excellent example of vertical fire stoppings 



School Buildings and Equipment 129 

may be found at the Heath School in BrookUne. By means of 
fireproof doors the Heath School may be cut into three separate 
portions. Stairs are situated near each end, so that in case of fire 
one end may be completely shut off and children led to safety by 
means of the other stairway. Vertical fire stopping is a compara- 
tively inexpensive and exceedingly effective means of providing 
for safe exit in case of fire. 

Summary and Recommendations. 

In many of the Brookhne schools wardrobes are built in 
the main hallway. They seriously decrease the available corridor 
space, and in time of fire might easily cause loss of Ufe. Of 
12 buildings studied, only two have free corridor space equal 
to the minimum allowed in buildings which accord with modern 
standards. 

It is strongly urged that all wardrobes be either entirely 
removed from the halls, or else made narrower, so as to secure at 
least 11 feet of clear corridor width wherever possible. 

Auditoriums. 
To any one studying the dangers of fire in public school 
buildings, the location and plan of the auditorium assume great 
importance, because when this room is in use it means that a large 
number of people are confined within a comparatively small 
space. If an alarm of fire is given they usually try to leave with 
the utmost rapichty and by the same exit. Where public enter- 
tainments are held and visitors are allowed in the auditorium the 
danger becomes even more serious, because of the fact that 
visitors are not acquainted with the general plan of the building 
and thus may find it more difficult to find exit in case of an alarm. 
So important has the matter of securing rapid exit from the 
auditorium become that reputable school architects are everywhere 
laying down the proposition that auditoriums must be located 
on the ground floor and, moreover, must be provided with exits 
leading directly outdoors so that the auditorium may be cleared 
without causing the audience to pass through other parts of the 
building. 



130 School Survey of Brookline 

The only school in Brookline where the auditorium is located 
on the first floor is the Devotion Grammar School. The exit doors 
of this auditorium open directly upon the main corridor opposite 
a small flight of stairs which leads to the front doorway. From 
the point of view of fire and panic protection the building could 
have been improved by placing one or two exit doors at the end 
of the auditorium plainly marked, provided with panic bolts, and 
leading directly to the outer air. Because it is on the first floor, 
however, and because the main entrance is directly opposite the 
auditorium entrance, the Devotion auditorium probably presents 
little real danger. 

This is not true of some of the other auditoriums in Brookline. 
At the Runkle, Heath and Lawrence Schools the auditorium is 
on the second floor instead of on the first. Indeed, at the Lawrence 
School it might almost be called on the third floor, since at the 
back of the building the basement is entirely above the ground 
level. At the Driscoll School the second floor corridor has been 
made into a temporary auditorium. At the Pierce and Lincoln 
Schools the auditorium is on the third floor. At the Heath School 
the fact that there are fireproof vertical partitions on every floor, 
which make it possible to shut off one part of the building if fire 
is discovered there, renders the use of a second floor auditorium 
considerably safer than would otherwise be the case. With the 
possible exception of the Heath School, no one of the auditoriums 
here listed is properly provided with safe and ample exits in case 
of an alarm of fire. 

It is apparently not the custom in Brookline to make full use 
of the auditorium, and regrettable as this may be from the point 
of view of teaching method, from the point of view of fire protec- 
tion it may be laid clown as a safe proposition that so long as audi- 
toriums above the first floor remain unprovided with special 
fireproof exits their use during more than a small portion of the 
day or by very large groups of people should be discouraged. 
Summary and Recommendations. 

1. The Devotion grammar is the only school in Brookline 
where the auditorium is properly located on the ground floor. 



School Buildings and Equipment 131 

2. Auditoriums in new buildings should be located on the 
first floor and provided with direct exits. 

3.' The Runkle, Lawrence, Pierce and Lincoln Schools should 
either avoid using the auditoriums for large or frequent gather- 
ings, or else provide outside fireproof stairways of good stair type 
so that the hall may be emptied without using the main part of 
the building. 

4. Care should be taken at the Driscoll building to leave a 
clear space down the second floor corridor, so that chairs will not 
hinder classes from rapidly reaching the stairway. The use of a 
corridor for assembly exercises is not to be commended. 

Cooking Rooms. 
At the Devotion, Lincoln and Pierce Grammar Schools the 
Cooking room is on the top floor. At the Devotion School the 
coal stove is properly set on a tile base, while the wall behind is 
covered with tile; but on the same floor is a fuel bin for the use 
of the Domestic Science classes which is composed of wood and is 
entirely unprotected from the wooden floor, wall and rafters of 
the rest of the attic. At the Pierce School most of the attic is 
finished, but there are certain unfinished rooms used for storage 
imrposes. The stove in the Domestic Science room is set on a 
tile base, but the wall two feet behind is not protected. A wooden 
bin for the storage of coal and wood used for the Domestic classes 
is built upon the wooden floor of the attic, and is without any 
protection. 

Recommendations. 

All wooden bins now in use should be replaced by fireproof 
fuel bins with self-closing doors or covers. Otherwise a match 
carelessly thrown may result in a conflagration. 

Stairs. 
Properly constructed stairways rank only sccontl in im- 
portance to a properly isolated heating plant. Isolation of the 
heating plant prevents fires from spreading. Properly built 
stairways insure safe exit for children in case of panic or fire. In 



132 School Survey of Brookline 

an emergency, when people are frightened, they try to escape by 
the stairways they commonly use. At Collinwood, O., where, 
in 1908, 173 children and two teachers lost their lives, fire escapes 
were attached to the building, but when the smoke came rolling 
up the open stairway teachers and children forgot about the fire 
escapes because they were not in the habit of using them. Instead 
they tried to rush down the stairways, and because the stairways 
were wrongly built and led to exits which were improperly planned, 
a horrible tragedy resulted. 

Properly built stairs make the best fire escapes, and if stair- 
ways actually follow the most approved standards outside 
fire escapes are not necessary. Stairs should be placed at oppo- 
site ends of the building, so that if one is blocked exit can be had 
by means of the other. In large buildings stairways should be 
added in proportion to the number of children housed. 

Fireproof, Panic-Proof Stairs. 

If a stairway is to be fireproof and panic -proof, it should be 
built in a stair tower of its own, with fireproof walls and doors 
cutting it off from the rest of the building. Doors should be made 
of metal and wire glass and arranged to swing closed when not 
actually in use. Treads, risers and supports should all be of fire- 
proof material. The stairway snould lead from the ground floor 
to the top of the building and open directly to the outer air at the 
foot. 

Stairways should be not less than four feet or more than five 
feet wide. This width makes it possible for two fines of children 
to pass down the stairways at the same time, one on each side, 
without leaving room for a third fine of children to break through 
down the center. Handrails should be placed on each side and 
continue unbroken up the stairways and around the landings. 
Risers should be six and a half or seven inches high and treads 
about 13 inches deep. No wedge steps should be allowed 
anywhere in the school building. Landings should be flat and 
unbroken by steps. No statues or potted plants should be al- 
lowed on these landings; nor should there be corners into which 
smaller children might be pushed. Instead, landings should be 



School Buildings and Equipment 133 

rounded so that in case of a panic children would be carried on 
with the others instead of being crushed to one side. 

The space underneath the stairway must be kept clear. There 
should be no storage closets for books or janitor's supphes, under 
the stairway, nor should the space be utiUzed for hanging chil- 
dren's wraps. Stairways should lead directly outdoors and be so 
arranged that a hne drawn down the center of the last flight of 
steps can be projected directly through the center of the doorway: 
that is, as children come down the final fhght of stairs they should 
not have to turn before reaching the door. 

In Brookhne the width of stairs ranges from four feet two 
inches to six feet, while the average is close to four and a half 
feet. Risers are eight inches high and treads 13 inches deep. The 
stairs of the Driscoll, Devotion Primary, Devotion Intermedi- 
ate and Pierce Grammar Schools are all somewhat too wide. 

Handrails. 

While in most of the Brookhne buildings handrails are sup- 
plied on both sides of the stairways, in the Runkle primary, Lin- 
coln primary and Parsons Schools, however, there are stairways 
where the handrail is on one side only. These three scliools are 
intended for small children who particularly need handrail sup- 
port. A second rail should be installed at once. 

In 13 Brookhne buildings, for which notes were taken, four 
provide raiUngs around landings, while nine omit them entirely. 
Ordinarily, when school children are passing up and down 
stairs, they should not be encouraged to make use of the handrail. 
The rail is installed so that in case of a panic if children at the rear 
of the line have a tendency to push forward, those in front may 
be kept from falhng by catching hold of the rail at the side. Dur- 
ing panic, landings become particularly dangerous because they 
are usually wider than the main stairway, so that if children are 
frightened they find opportunitj^ on the landing to break through 
the line in an endeavor to get ahead of the children who have 
preceded them. Handrail supports on all stair landings are a 
necessaiy precaution against panic. Rails should be installed on 



134 School Survey of Brookline 

the landings of the Driscoll, Devotion, Pierce, Longwood, Sewall 
and Lawrence Schools. 

Lcmdiyigs. 

Since the first landing of the main staiiway is usually visible 
from the entrance, principals and teachers are apt to use this 
space for pieces of statuary, banks of ferns and the Uke. The 
artistic eftect secured is undeniably good, but the practice is, 
nevertheless, dangerous. For example, on the first landing of 
one of the stairways at the Lawrence School there is a large 
statue placed in one corner. The fire escape is so dangerous that 
the principal will not let the younger children touch foot upon it. 
The cellar stairs lead directly to the main stairs without satis- 
factory cut-offs. In view of all these facts, it is distinctly unwise 
further to limit the capacity and safety of the Lawrence stairs by 
placing obstructions upon the landings. 

There are two ways of placing statuary in halls and upon 
landings so that it may add to the artistic appearance of the build- 
ing and yet not hamper rapid exit. The first is to place all decora- 
tions upon the walls at the height of at least five feet from the 
floor so that children may pass beneath them. The other method 
is to build a small alcove in which the statue may he placed so that 
it will be flush with the wall surface. Where landings are very 
wide, one corner may be utilized for the placing of a statue, if 
precautions are taken to place one or more heavy horizontal rails 
about two and one-half feet high across that corner. Such hori- 
zontal Ijars are known as cut-offs and should be used on all land- 
ings with square corners, into which there is danger that small 
children may be pushed in time of panic. In all buildings where 
it is impossible to remodel landings by giving them rounded cor- 
ners a single stout bar placed horizontally at a distance of two and 
a half feet from the floor across each corner will form a satisfactory 
substitute. The statues at the Devotion intermediate and Law- 
rence Schools should either be entirely removed from the landing 
or else cut off by such horizontal bars. Small cut-offs are also 
needed on the stair landings of the Driscofl, Devotion primary. 
Pierce grammar, Lincoln primary and Sewall Schools. 



School Buildings and Equipment 135 

Summary and Recommendations. 

1. There is no completely fireproof, panic-proof stairway in 
any Brookline school building. Most of the stairs are of wood; 
they are not separated from the rest of the building; they do not 
lead directly to the main exit, and their landings need cut-offs 
and handrails. 

2. The worst stair conditions occur in the Lincoln, Sewall, 
Parsons, and Lawrence buildings, which, if the recommendations 
of this report are followed, will be vacated as soon as a new build- 
ing can be erected. 

3. In buildings which are to be continued in use, steps should 
be taken immediately to replace all wooden stairways with others 
of fireproof material. Where the construction of the building 
will allow it these stairways should be enclosed in fireproof parti- 
tions, and made to lead directly to the open air. Money spent 
for safe stairways is a form of hfe insurance which Brookline 
parents should be glad to give their children. 

Exits. 

Hardly less important than the stairway itself is the exit 
to which it leads. Most of the loss of life at the CoUinwood 
fire occurred between the inner and outer doors of one of the 
vestibules. Inexpensive changes which could have been made 
by an ordinary carpenter in the course of a day's work would 
have saved literally scores of lives. One of the most important 
features of a good exit has already been mentioned in the para- 
graph dealing with stairways; that is, that a fine drawn down the 
center of the stairway when projected should pass straight through 
the center of the exit. Descending files of children should not 
be deflected either to right or left. 

If there is a vestibule it should either have a perfectly flat 
floor or a flight of four or more steps. Where one or two steps 
are in the center of the vestibule, children are apt to forget them 
and stumble. Where steps occur within the vestibule or outside 
the main doorway they should be preceded by a platform which 
is at least as wide as the arc of the swinging door. Serious ac- 



136 School Survey of Brookline 

cidents may result from steps which, because they are placed too 
near a doorway, are not seen by persons hurrying through. It is 
strongly desirable that all outside doors be fitted with panels of 
wire glass, so that when small children are standing on the 
threshold their shadows may be visible through the glass. This 
simple precaution will save many children from being pushed 
down by the hurried opening of doors. 

Single doors are better than double doors. Where the 
■entrance is wide and many children must use it the most desirable 
plan is a series of single doors, each set in its own frame. Doors 
of this type have been widely adopted by public railroad stations 
because it has been found that they are the most efficient for hand- 
ling large numbers of rapidly moving people. If double doors 
are used they should be made so that both sides swing open 
when the door is unfastened from the inside. If only one side 
swings free when the handle is turned or lock pushed the avail- 
able exit space is cut in half. Worse than that, a dangerous 
corner is created where in case of panic small children would be 
crushed and caught. At the time of the Collinwood fire that is 
exactly what happened. 

As is true in most of the Brookline schools, the exit doors 
at Collinwood did not extend for the complete width of the 
vestibule. At each side of the doorway there was a vacant 
space forming a sort of alcove. When the alarm of fire was first 
given children in the first grades escaped but dashed back into 
the building in a search for their Coats and hats. As they were 
coming in children from the upper grades came rushing down 
the stairways and the two lines met. Some one fell. The fallen 
child formed an obstacle over which others stumbled, and in a 
few seconds the alcoves at each side of the vestibules were filled 
with struggling children. There they piled, one on top of the 
other, packed so tightly that it was impossible for the parents 
and relatives outside to open the doors. It is said that after 
the fire was over children's bodies were found actually touching 
the ceihng of the vestibule. Even when one side of the doorway 
was opened, they were packed so closely that it was impossible 
to pull them out to safety. 



School Buildings and Equipment 137 

After studying the plans of the ColUnwood School and 
speaking with those who were present at the time of the fire, 
the matter of correct stairs and vestibules assumes tremendous 
importance. Doors should extend for the full width of the 
vestibule opening, so that no dangerous corners are left at either 
side. They should be arranged so that no child can possibly 
be locked in. Locks should work from the outside only. Each 
door should be equipped with a panic bar so arranged that when 
the weight of the child is thrown against the bar both sides of 
the doorways will swing open. 

Brookline Exits. 

Very few of the exits in Brookline are directly opposite the 
center of the stairway. Little can be done in remedying this 
matter in old buildings, but any plans for neAV buildings should 
be carefully inspected upon this point. In several cases there 
are steps in the vestibule, and it is usually true that these steps 
are either too few in number to be safe or are placed too near 
the inside doors. 

Very rarely does the doorway include the entire width of 
the vestibule. Dangerous alcoves similar to those which caused 
the loss of hfe at the ColUnwood School exist at the Runkle 
primary, Runkle grammar, Pierce primary. Pierce grammar, 
Longwood, and Cabot Schools. In most cases these vestibules 
can be made safe by placing planks horizontally at a distance of 
two and a half feet from the floor across each alcove as was sug- 
gested in the paragraph dealing with dangerous corners on stair 
landings. 

In the basement of the Pierce Grammar School there is at 
one end a flight of nine steps about 14 feet wide leading to an 
outside doorway. The inner doorway of the vestibule occupies 
about one-third of the stair width. The outer doorway is moved 
to the left, so that lines must pass through the vestibule at an 
angle. Deep alcoves are formed within the vestibule and danger- 
ous corners at the head of the ascending stairs by the vestibule 
partition and the two doorways. Practically two-thirds of the 
width of the stairway is of no value, since children ascending 



138 School Survey of Brookline 

at either side must go toward the middle before they can get out. 
By a few simple changes this entrance could be greatly improved. 
The two vestibule doors should be made opposite each other. 
Dangerous corners which remain should be barred off, and hand- 
rails set five feet apart down the stairway directly opposite the 
doors. The rest of the stairway, to the right and left of the 
center, should be shut off, so that children could not be caught 
there, in case of panic. 

Bolts and Bars. 

All of the doors in Brookline swing out, except the inner 
vestibule doors of the Driscoll School. These doors swing in 
and should, therefore, be kept open and fastened back against 
the wall during school hours. Almost all of the doors are double. 
They are commonly fastened with a latch, or by a knob on one 
side and a handle on the other which is connected with bolts at 
the top and bottom. By turning the handle these bolts are 
drawn. It is a common practice to open only one side of these 
doorways, since in order to have both sides swing out special 
manipulations are necessary. The side to the right will usually 
open easily, although at the Lincoln and Parsons Schools the 
Surveyor had difficulty in opening even that side. For a small 
and frightened child it might have been impossible in those 
schools to get out. In several cases it took a considerable amount 
of effort to open both wings of the doorway. 

On certain doors at the Driscoll and Devotion Schools panic 
bolts have been installed. These are bars placed across the inner 
surface of the door and so arranged that weight resting on any 
part serves to draw the bolt and leave the door free. The value 
of these panic bars when properly placed is immense, but in 
neither the Driscoll nor Devotion Schools is it a real improve- 
ment on the other type of fastening because the bar is placed 
only on one side of the doorway, and the other wing of the door 
blocks action so that the panic bolt cannot work properly. At 
the Driscoll and Devotion Schools the Survey visitor had serious 
difficulty in getting out of the doorways closed by these panic 
bolts. In fact, at the Devotion School, at two diiferent visits 



School Buildings and Equipment 139 

she found it impossible to get out of the main entrance and was 
obUged to use an exit at the back. Every school ought to be 
equipped with panic bolts on its outside doors, but these bolts 
should be so arranged that they will work. 

Summary and Recommendations. 

The exits in the BrookUne schools show the same defects 
which led to most of the loss of Ufe at the Collinwood fire. At 
Collinwood the stairs were sUghtly to one side of the entrance; 
so are most of those in BrookUne. In the Collinwood School 
alcoves were left unbarred at each side of the vestibule; similar 
alcoves are found in most of the BrookUne schools. At ColUn- 
wood doors were double and swung outward, one side was bolted. 
In most of the BrookUne schools doors are double and swing out- 
ward, and one side is bolted. 

If the danger of accident is to be avoided dangerous corners 
must be cut off, glass panels inserted in outer doors, and panic 
bolts suppUed and adjusted on each wing of the door in such a 
way that pressure on any part of the bar will make the door 
swing open. These changes should be made at once. 

Fire Escapes. 

Three fire escapes are found on BrookUne elementary schools. 
At the Longwood School a wooden stairway enclosed in wooden 
walls leads from one of the rooms on the second floor directly 
outdoors. In case of fire children might succeed in escaping 
by this stairway providing it did not itself catch fire first. 

At the Lincoln annex in the back there is a metal fire escape 
"vvhich connects with two rooms on the third floor which are not 
now used and two classrooms on the second floor. It has no 
connection with those on the first floor. Access from the second 
and third floors is gained by crawling through the window. There 
is no full length opening. Treads and framework are of metal 
lattice, without risers. The stairway is within two feet of the 
main ^all and passes directly in front of window openings. If 
there were a fire children would probably be afraid to descend 
this fire escape l^ecause it gives an im.pression of instability. 



140 School Survey of Brookline 

Moreover, as it ends five feet from the ground there would be an 
immediate blockade on the stairway unless adults were at the 
foot to lift the children off. Tf the annex were on fire, in all proba- 
bihty the escape would be wrapped in flames breaking through 
the windows before the children could reach the ground. More- 
over, it is readily accessible to only two of the 22 classrooms in 
the Lincoln building. The janitor reports that he has never 
seen the fire escape used and that he would not care to try to go 
down it. The principal says that he himself has tried the fire 
escape, but he does not want the children to use it since he con- 
siders it almost as dangerous as a fire. He is probably right. 

At the back of the Lawrence School there is a fire escape 
leading from the assembly room. Because of the fact that the 
basement is well above the ground level at the back of the Law- 
rence School the landing on the fire escape is really three stories 
high, but there is no connection with the fire escape for rooms 
on the second story. The fire es(;ape opens from the assembly 
room by a full length door which is hinged in the middle. The 
Surveyor opened one side of this door with difficulty, but had to 
struggle in order to pull the bolt at the middle which holds the 
other half of the door. The door had caught at the bottom 
and was exceedingly cUfficult to open. The escape itself is of 
iron with treads made of slats and without closed risers. It is 
so close to the building that it would easily be wrapped in flames 
if fire broke out. Steps reach to the ground. The principal 
says that children in the ninth grade have tried the fire escape, 
but that he considers it too dangerous for the use of smaller 
children in his school. 

Most of the buildings in Brookhne are not fireproof and, 
while some of them are of the so-called slow burning construc- 
tion, several buildings are veritable fire traps and in most of them 
the possibility of fire, smoke, and resulting panic is seriously 
large. Safety is not secured by putting up fire escapes such as 
those placed on the Lincoln and Lawrence Schools. Such escapes 
are almost worse than none, since they may possibly lull some of 
the teachers into a feeling of false security. 



School Buildings and Equipment 141 

If metal fire escapes are used certain rules should be followed. 
In the first place, the fire escape should lead to the roof and to 
the ground. It should lead to the roof so that firemen can readily 
gain access there. It should lead to the ground so that children 
can readily escape. On each side of the fire escape there should 
be a high protecting wall of wire or metal slats so that children 
wiU feel safe in going up and down. It is a simple matter to place 
a door at the bottom fastened with a regular latch, and to cut 
the knob off on the outside. This makes it possible to open the 
door from the inside by turning the handle, but prevents sneak 
thieves from gaining access to the building by opening the door 
from the outside and climbing the fire escape. 

Entrance from classrooms should be by means of full-length 
doors with glass panels so that they may serve also as windows. 
The doors should open directly to the floor level and children 
should be able to walk quietly out of the classroom on to the 
fire escape as naturally as they walk into the main corridor.. 
Every classroom in a non-fireproof building should have access, 
either directly to a fire escape or to a fire escape by going through 
not more than one other adjoining room. 

Metal fire escapes should be set well out from the building: 
for a distance of at least 15 feet, so that in case flames break 
out the windows, as is likely to occur, they will not immediately 
wrap around the fire escape. For a similar reason whenever 
possible placing the fire escape across other windows of the build- 
ing should be avoided. Wedge-shaped steps such as are used in 
the fire escape of the Manual Training building should not be- 
tolerated. Treads and risers should be of metal slats placed close 
together so that children will not become dizzy as they walk 
down. Handrails should be placed at each side and should con- 
tinue from the top to the ground. There should be no holes in 
the platforms where children climb through; rather, the landing 
of a fire escape should be constructed on the same plan as that 
of a regular school stairway. 

Fire escapes constructed in this way are safe but unsightly. 
If the stairs within the building were reafly of the best modern 
type outside escapes would not be necessary. If the inside stair- 



142 School Survey of Brookline • 

ways cannot be properly remade one of the best means of securing 
safe exit is by building fireproof towers at each end of the build- 
ing, and placing in each a fireproof stairway of the standard 
school type. Properly built stairs make the best fire escapes. 

Summary and Recommendation. 

In spite of the fact that most of the buildings present danger- 
ous possibilities in case of fire there is not one good fire escape 
in the Brookline system. In only three elementary schools is 
there even an attempt to provide an outside fire escape, and 
each of these is improperly constructed. It is strongly recom- 
mended that adequate fire escapes of the most approved modern 
type, easily accessible from every classroom above the first floor, 
be installed on every Brookline building which is not of complete 
fireproof construction. 

Fire Extinguishers and Alarms. 

Every elementary school in Brookline is well equipped with 
chemical extinguishers. These are usually placed, one or more 
in the basement near the heating apparatus and one or more 
on each floor. The chemical extinguisher is an excellent means 
of controlling flames, and Brookline is wise in supplying them 
so freely. Hose is found in one or two cases. There are no 
fire pails, and no automatic sprinklers in the basements. 

At every visit the Survey visitor asked the janitor (and where 
possible also asked the principal) where the fire alarm was situated 
and what action would be taken in case fire were discovered. 
Almost uniformly surprise was shown at this question. In most 
of the schools the suggestion that an alarm box should be estab- 
lished in every building which would give notice directly to fire 
headquarters was received with an air of somewhat tolerant 
amusement. In more than one case there seemed to be an im- 
pression that fires in school buildings were very rare and need 
not be worried about. 

In most of the grammar schools there is private telephone 
connection with the general school offices. At the Driscoll 
grammar the telephone is on the public line; it would be possible, 



School Buildings and Equipment 143 

therefore, for Driscoll to telephone direct to headquarters. The 
other grammar schools would be obliged to send word to the 
main office and trust that some one there would then send word 
to the fire engine house. In none of the primary schools, except 
the Pierce primary, where there is a telephone, is there any means 
of giving an alarm. 

There is a serious lack of comprehension in BrookUne of 
the value of time in case of an emergency. It is literally true 
that five minutes lost may mean that flames will gain such head- 
way that they cannot be controlled. Fire frequently spreads 
with perfectly amazing rapidity. In such large buildings as the 
Runkle, Devotion, and Lincoln Schools, if fire were discovered 
at one end, the time taken to run through the various sections 
until the telephone could be reached might well result in a total 
loss of the building. Moreover, where word must be sent by a 
private telephone delays are almost inevitable. Officials in the 
central office do not always hurry to answer the telephone, and 
they cannot know the importance of the call. If fire should occur 
outside of office hours it might be impossible to get any answer 
at all. 

At the Lawrence School the Surveyor was told that there 
was no need of a special alarm, since the fire box was directly in 
front of the building. At the Longwood there was in evidence 
a feeling of security because the fire engine house was just around 
the corner. But if children are in a building and a fire is dis- 
covered, there is no time to run outdoors and tell some one else 
about it. It should ]:»e possible to ring in an alarm from every 
floor in every school building. There should be an alarm box 
in the basement, one on the first floor, one on the second, one in 
the principal's office. These alarms should be so arranged that 
by simply breaking the glass or pressing a button an alarm would 
go directly to the nearest fire engine house. Quick notification 
of the fire department is one of the most important elements 
in safeguarding the lives of school children. 



144 School Survey of Brookline 

Summary and Recommendations. 

1. Brookline depends upon a plentiful supply of chemical 
extinguishers in order to protect its school children. This measure 
is wise, but does not go far enough. 

2. A special fire alarm box should be installed in every 
public school. No provision has been made to insure that, in 
case of fire, warning will be sent without more than a minute's 
delay direct to fire headquarters. Eehance is placed for the most 
part on private telephone connections with the School Committee's 
office, or on sending a messenger to the nearest public fire alarm 
box. 

Building Regulations. 

Several times when the Surveyor had occasion to point out 
defects in existing buildings she was told, "If this thing were 
really bad the building inspector would have ordered us to change 
it." ^ 

There are two answers which might be made to such an 
argument: The first is that legal building requirements always 
represent minimum standards. They state how bad a school 
may be and yet be permitted to stand. The community which 
regards the O. K. of the building inspector as a certificate of merit 
is only sUghtly higher than that which must be kept decent by 
force. It can hardly lay claim to educational respectabiUty. 

In the second place, there are certain standards which 
have recently been recognized as so important that they have 
been crystallized into law. Many such laws, however, are not 
retroactive. They do not apply to ])uildings already erected. 
Several of the BrookUne buildings could not receive even the 
minimum poHce sanction were they })eing built today, but they 
are alloAved to stand because there is no way of getting rid of them. 

The regulations of the Massachusetts District Police relating 
to the erection, alteration, and inspection of schoolhouses are of 
two types. Certain features are definitely required. Others 
are made mandatory at the discretion of the local building in- 



School Buildings and Equipment 145 

spector. Under the latter case conditions which are not tolerated 
in one community may be disregarded in another, depending 
upon who makes the inspection. The following are some of the 
features required by the Massachusetts law which should be of 
particular interest to readers of this report. (A star indicates 
that the requirement holds for buildings erected after November 
1, 1913. Two stars indicate that the requirement may be ex- 
tended to existing buildings at the discretion of the building 
inspector.) 

(a) Unless the first floor of the school building is of fireproof 
or mill construction basement ceihngs shall be of metal lath and 
hard plaster. 

(b) Corridors shall not be less than 10 feet in width in the 
clear for buildings of eight classrooms. They may decrease 
one foot in width for every two classrooms less than eight, and 
must increase one foot in width for every two classrooms more 
than eight.* 

(c) Classroom windows shall not have less than one square 
foot of glass to each five square feet of floor area.** 

{d) Stairways shall have handrails on both sides. 

(e) Stairways from the basement to the first story, and else- 
where if so directed, shall be enclosed with fireproof walls, with 
fireproofed self-closing doors.* 

(/) There shall be not less than three risers between landings. 

(g) No winding steps shall be used. 

(h) No closets shall be placed under any stairs. 

(t) Where the assembly hall is above the second story there 
shall be one or more stairways from the assembly hall. These 
stairways shall be enclosed in fireproof or fire-resisting walls, 
and shall run directly to and connect with the ground, and shall 
have no connection with any other part of the building.** 

(j) Exterior vestibule and corridor doors, if so directed, 
shall have plate glass upper panels. 

(fc) No boiler, fuel, storage or workrooms shall be placed 
under a corridor, stairway, or egress.** 

(l) Where so directed boiler, fuel, storage, or workrooms shall 
be enclosed in masonry or fireproof walls, with fireproof ceilings, 



146 School Survey of Brookline 

and all openings in the walls to the basement shall be provided 
with self-closing fireproof or automatic fire doors. 

(m) Steam, hot water, electricity, furnaces, or jacketed 
stoves may be used for heating. (The unjacketed stove is not 
included.) 

(n) Each sanitary or recreation room and each corridor 
shall have sinks of an approved size or an approved number of 
lavatories. 

(o) Where suitable water supply and sewerage are not avail- 
able approved earth closets or privies and urinal trough shall be 
placed upon the school grounds not less than 30 feet from the 
building. 

(p) Fire stops shall be provided, as directed, in floors, walls 
and stairways, and if partitions around stairs are not of brick, 
or its equivalent, they shall be filled in solid between the studs 
and plastered with cement plaster upon metal lath; and such 
further means throughout the building as may be necessary to 
prevent the spread of fire or its communication from any steam 
boiler or heating apparatus therein shall be provided.* 

These are the minimum regulations of Massachusetts, laid 
down by the District Police and enforced by building inspectors, 
so that, no matter how poor or how negUgent a town may be, a 
certain amount of protection will be insured to its children. Even 
when measured by these standards, Brookline docs not make a 
worthy showing. 

HIGH SCHOOL. 

Location. 
The high school is located on one side of a square, the center 
of which is occupied by a large public playground. Near by are 
the Practical Arts High School, the Bath building and the Public 
Gymnasium. Heating and lighting for all four buildings are 
furnished by a plant in the basement of the Practical Arts High 
School. While not exactly at the center of population, the loca- 
tion of these buildings is fairly central and the point is easily 
accessible from other parts of town. A steam railroad runs di- 
rectly parallel with one side of the square. 



School Buildings and Eqttipment 147 

The high school building is so situated that most of the class- 
rooms on one side receive sun from the east and south during a 
greater part of the morning session. Back of the building is 
rising ground with a few trees so situated that they cut off light 
from several of the classrooms. The orientation of the building 
is such that many of the classrooms receive too much sunlight, 
while several others receive too little. 

Remodelling the Old High School Building. 

The old high school building; was erected a little over 20 
years ago. In the fall of 1914 the number of students had in- 
creased so rapidly that they could not be properly accommodated 
in the building as it then stood. Accordingly, the School Board 
drew up a plan involving the erection of a new assembly hall and 
an addition at the rear of the present building. This plan was 
submitted to the town meeting, but was not adopted. Instead, a 
special committee of seven citizens was appointed by the moderator 
for a further study of the question. After a great deal of careful 
work this committee reported a plan whereby through the exten- 
sion of the assembly hall and the placing of partitions across the 
ends of corridors and down the center of classrooms, additional 
class space might be secured with comparatively little expense. 
The plan of this lay committee was adopted and many of the 
proposed changes were made. Then, as citizens realized what the 
new plan involved, considerable opposition to it developed, and 
finally work on the alterations was stopped and the whole matter 
referred back to the School Committee. When it was decided 
to have a School Survey, members of the Survey Staff were asked 
to give particular attention to the whole high school building 
problem. 

Size of Rooms. 

The original plan of the old building provided classrooms at 
four corners and along the front of the building, each designed to 
hold 50 students. Most high school classes, however, are not 
larger than 35, and many cases are found of 20, 15 or 10. Archi- 
tects are now designing new high school buildings with rooms of 
all sizes to fit these varying needs; but to remodel an old building 



148 School Survey of Brookline 

with huge classrooms is an exceedingly difficult matter. It is, of 
course, possible almost to double the capacity of such a building 
simply by running partitions down the center of classrooms. In 
the present building at Brookline, for example, some rooms 
designed for 50 students have been divided to make two almost 
square rooms for 35 pupils each, but the results have not been 
altogether fortunate. In one room when the door swings half 
open it blocks one of the aisles so that children could not escape 
by that means. Windows cannot be opened from the bottom 
during cold weather because desks are placed touching the wall, 
and drafts would blow against the necks of the pupils. 

In other cases the changing of partitions has resulted in 
rooms which are very long and narrow, so that in one room, at 
least, students seated in the row farthest from the window are 
32 feet from the source of light. There is now in the high school 
one room which is 11 feet by 24 feet; another, 43 feet by 18 feet; 
another, 15 feet by 39 feet; windows in each instance being on the 
narrow side. 

In the Brookline primary schools floor area is usualh' about 
20 square feet per child, but some of the rooms in the high school 
allow only 12 square feet of floor area for each pupil. When it 
is remembered that not only are pupils in the high school larger 
than primary school children, but that their seats and desks take 
up considerably more space, some idea of the crowded conditions 
in these rooms may be gained. For elementary schools it is an 
accepted standard that there should be at least 250 cubic feet of 
air space for every child in the room. In certain rooms in the 
Brookline High School the cubic air content per pupil amounts to 
only 168 cubic feet. 

Conditions in the larger rooms are not much more satisfac- 
tory. These large rooms are used as "home rooms" to which 
pupils come for study or to put away their books. Each desk is 
divided by a partition down the center so that it will accommodate 
two pupils. At the back or along the side of the room there are 
also lockers for additional students. Thus, in Room 7 there are 
50 desks, each accommodating two children, and 50 lockers at the 
back. That is, 150 children regard Room 7 as their home room. 



School Buildings and Equipment 149 

When classes change, pupils throng in and out of this room in 
order to secure their belongings. It is so crowded that when 
locker doors are open it is almost impossible to pass between them 
and the desks. One finds it unpleasant to contemplate what 
might happen in such a room in case of an alarm of fire. 

Light. 

Lighting conditions in the high school are decidedly unsatis- 
factory. The building is so placed that its corners point towards 
tjie north, south, east and west. All the rooms along the front of 
the building receive light from the east or south; that is, are sub- 
jected to the direct rays of the sun during the entire morning. 
The opposite side, however, receives light only from the north or 
west and many of the rooms are badly shadowed by hill and trees 
at the back, or by wings of the building. 

Li six rooms, five of which are large and designed to accommo- 
date 50 pupils each, light is admitted from the front and left. 
These rooms are usually used for study purposes. Here, as chil- 
dren sit at their desks trying to read, they are subjected to the 
constant strain of front light pouring into their eyes. In rooms 
receiving direct sunlight, as soon as the sunbeams begin to pour 
in through the windows the shades are quickly drawn and, as a 
result, the desks farthest from the window are plunged into shadow. 

Certain rooms are now so dark that they should not be used 
for any work where eye strain is involved. For example, the 
classroom which has been made by running a partition through 
the art gallery is 22 feet by 39 feet, and is lighted at the left by 
three windows, each with a rounded top. The total glass area 
of these windows is equal to seven per cent of the floor area. It 
should be equal to not less than 20 per cent. In addition, heavy 
brick piers and festoons of ivy shade the windows from the outside 
and, because the room is so much longer than it is wide, pupils 
seated at the further side receive only a very small portion of the 
sunlight which is allowed to enter. 

The room beside it, designed for 18 pupils, is 24 feet by 11 
feet. It is hghted by one window. Vines darken the window. 
The total glass area is 10 per cent of the floor area. In Room 38, 



150 School Survey of Brookline 

which was formerly part of a lecture room, the floor is 39 feet by 
15 feet, except for a portion near the window where it is four feet 
deeper. It is lighted by three windows, rounded at the top, at 
the left side of the room. According to the most generous esti- 
mate, the glass area is only 11 per cent of the floor space, and 
here again the room is so much Avider than it is deep that the hght 
does not reach satisfactorily students seated near the door. 

Under the assembly hall there is a room which is shaded by 
the opposite wing of the building in such a way that artificial hght 
must be kept going during the entire school period, even on bright 
days. This room should be completely abandoned for regular 
classroom exercises. 

Lighting Summary. 

Lighting conditions in the Brookline High School are very 
bad. Glare from direct sunlight, front lighting, insufficient glass 
area and outside obstructions are to be found singly or in combina- 
tion in almost every classroom. This report urgently suggests: 

1. That in every room now receiving front lighting chairs 
and desks be turned to face in the opposite direction. Front 
lighting has been disapproved of since the days when Horace 
Mann wrote his criticisms of the Boston primary school. It has 
no place in the modern system. 

2. All green shades should be removed from the building. 
Light-colored, adjustable shades should be provided, so that in 
order to shut out the glare of direct sunlight it will not also be 
necessary to plunge classes in gloom. 

3. It should be possible to see the sky from every seat in the 
building. Every room where this rule is not complied with 
should be under suspicion. As sQon as space permits, the darkest 
rooms should be closed to regular classes. 

Toilets. 

Toilets are located in separate towers near the stairway. 
While the equipment is of rather old type, it is well taken care of, 
and the rooms are fairly well heated and ventilated. Hot and 
cold water are supplied in every toilet room. The fixtures are 
adequate in number. 



School Buildings and Equipment 151 

Special Rooms. 

It is a very serious fact that there is no room in the high school 
where girls may lie down and rest in cases of illness. At present 
when a girl is sick she can secure no privacy except in the toilet 
room, and even there, accommodations for her are inadequate. 
As has been suggested in an earlier paragraph, there are several 
rooms which are so dark that they cannot properly be used for 
classroom exercises. One of these might temporarily be used as a 
rest room for girl students. It would not make a good rest room 
because it Avould not have sufficient air and sunshine, but it would 
at least be better than the present arrangement. 

The women teachers are not properly cared for. At the time 
of the Survey, the teachers' room was being used for medical in- 
spection of boys, and at other times used as a reception room. 
Teachers should be given an attractive room, large and airy, and 
at least as well equipped as the rooms for teachers in the elementary 
schools. 

Accommodations for hanging up pupils' wraps are seriously 
insufficient. The cases of pediculosis found among students at 
the high school are easily accounted for when one looks at the way 
in which hats and wraps are placed. Hooks are placed on the 
walls of the alcoves between classrooms. Usually down the center 
of each alcove runs a partition made of wood and wire screening. 
These partitions reach only about five or six feet from the floor, 
and students are accustomed to lay their hats one upon the other 
on top of the partition wall. It is practically impossible under 
the present scheme to separate one's personal clothing from that 
of other students. There are no adequate provisions for the care 
of rubbers or umbrellas. Better wardrobe accommodations should 
be supplied at once. 

Ventilation. 
In the basement of the high school building there is a battery 
of steam coils. Air is admitted through large openings into the 
coil room. After it is heated it is drawn out by an electric fan, 
moisture is added and the air is then forced up into the classrooms. 
Tests made on two consecutive days in December in order to 



152 School Survey of Brookline 

find out the amount of moisture in the air showed that the high 
school rooms have as a rule a higher relative humidity than do 
rooms in the elementary schools. Of the eight classrooms studied 
the worst showing was in the typewriter room south of the main 
entrance, where the relative humidity was 28; and the best show- 
ing was made in Room 33, where the relative humidity was 38. 
Findings for the various rooms are shown in the following table: 

PSYCHROMETER READINGS IN THE BrOOKLINE KiGH ScHOOL. 



Case 


1916 
December 


Barom- 
eter 


Dry 
Bulb 


Wet 
Bulb 


Differ- 
ence 


Mean 
Outdoor Indoor 
Relative Relative 
Humidity Humidity 


a 


6 


29.6 


72 


54 


18 


69 


28 


b 


5 


29.7 


72 


55 


17 


87 


31 


c 


6 


29.6 


70 


54 


16 


69 


33 


d 


5 


29.7 


70 


54 


16 


87 


33 


•e 


5 


29.7 


74 


57 


17 


87 


33 


i 


5 


29.7 


67 


52 


15 


87 


33 


g 


6 


29.6 


69 


54 


15 


69 


35 


h 


6 


29.6 


67 


53 


14 


69 


37 


1 


6 


29.6 


68 


54 


14 


69 


38 



The temperature of rooms receiving sunshine all morning 
frequently runs far too high. Not all the rooms are equipped 
with thermometers, but where they are so furnished teachers 
report very high temperatures. Temperatures as high as 73 
and 74° F. were observed at the times tests were taken; and teachers 
report that in some rooms the thermometer has actually registered 
as high as 79 degrees. While teachers in rooms on the southeast side 
.are complaining because of excessive heat, teachers on the op- 
posite side of the building are frequently chilly. It was interest- 
ing to note in talking with the various teachers that those who 
habitually held classes on the south side kept their windows 
open and said there was no rule to the contrary, while teachers 
who spent most of their time in classrooms facing on the north- 
-east kept their windows closed and said that they were not al- 
lowed to open them. 

Many windows in the high school at the time of the first 
Survey visits could not be opened at the top because the window 



School Buildings and Equipment 153 

shades were fastened on them in such a way that window sticks 
could not be inserted in the sash. They had apparently been 
closed in this way for years. At the time of the December visit 
changes had been made so that certain windows could be opened 
from the top, but in other rooms the older conditions still pre- 
vailed. 

As was stated in the section dealing with elementary schools, 
it is considered a standard for elementary buildings that there 
should be admitted to the classroom at least 2000 cubic feet of 
fresh air per child per hour. Anemometer tests were made in 
certain high school rooms to determine how much air was being 
admitted through the fresh air stacks into the rooms. Findings 
range from 1020 cubic feet per pupil per hour to 2580 cubic feet 
per pupil per hour. As was the case in the elementary schools, 
much of the air actually received in the classroom was admitted 
through open windows instead of through the fresh air flue. The 
outlets show a variation of from 360 cubic feet of air per pupil 
per hour in Room 29 to 3300 cubic feet in Room 38. 

In Room 33 the one window was closed at the time the tests 
were taken, no fresh air was entering in the fresh air inlet and 
no foul air was escaping through the foul air outlet or transom. 
The window was fastened, closed at the top. No thermometer 
was in the room. In Room 7 at 1.30 p.m., December 5, with 
three windows at one side opened for a foot each at the bottom 
and three doors wide open into the hallway, the thermometer 
registered 78° F. Room 1, situated directly below it, also fre- 
quently shows very high temperatures. High pressure steam 
pipes connecting the high school with the Manual Training 
School run directly under one corner of this room, and render 
it hot and stuffy. It is really a basement room, and ground 
damp works in through the foundation walls. The window 
casing at one end is rotten. Cockroaches are very plentiful in 
this room, and occasionally climb into the room above. 

Summary. 

Ventilation conditions in the Brookline High School are 
characterized by moderate humidity, excessively high temperatures 



154 School Survey of Erookline 

in certain rooms and low in others, and great variability in the 
amounts of air admitted and expelled in different rooms. Little 
can be done to remedy the bad elements of this situation because 
the ventilating system is of an old type. Use of the worst 
rooms may be discontinued, and windows may be opened at the 
top. Expensive alterations cannot be recommended. 



Fire Risk. 

Were it not for the fact that the heating plant for the high 
school is situated in the Manual Training building, the fire risks 
of the present high school building would be so serious as to 
demand immediate and important structural changes. The 
building now presents most of the features which lead to loss of 
hfe in case of an alarm of fire. It is true that it is of slow-burning 
construction, so called, and that the danger that fire will spread 
in the space between plaster and outside walls has been greatly 
lessened by fire stopping. Nevertheless, even without actual fire, 
if the building were full of pupils and an alarm were given, serious 
accidents might easily result through panic. 

The stairs are along one wall in the central part of the build- 
ing, and are not inclosed. They are seven feet four inches wide 
between banisters. They have handrail supports on each side, 
but not down the center. If stairs are to be wide, they should al- 
ways have a central handrail so that pupils coming down in a 
hurry and crowded away from the side may grasp the central 
rail to keep themselves from falUng. There are no rails on the 
landing. Steps are of wood supported by metal risers. If fire 
started in the basement it would almost undoubtedly use the 
stairway as a flue, for the stairs are not inclosed from the rest 
of the building, and are, therefore, not protected from drafts. 

Storage cupboards are situated under the stairways on the 
ground floor. In one cupboard furniture is stored; in the other 
there is a box of sawdust. The stairways empty into the main 
hall opposite the teachers' entrance. Since pupils are not accus- 
tomed to using this entrance, in case of an alarm, many of them 
would run to the basement floor in order to escape by the doors 



School Buildings and Equipment 155 

they commonly use. These doors are at the ends of the building, 
a long way from the foot of the stairways. 

Pupils' exits are supplied with vestibules, the inner doors of 
which swing back and forth, while the outer doors are double and 
bolted. They should be provided with panic bolts. The main 
entrance is of a good type. Doors are hung in separate frames, 
each swings outward and is equipped with a panic bolt so adjusted 
that it actually works. In the vestibule of the main entrance 
there is an alcove each side of the doorway which is five feet deep. 

A horizontal bar should be placed about two and a half fe?t 
from the floor across each of these alcove spaces so as to act as 
a cut-off. Pupils' exits should certainly be made as safe as 
those provided for the teachers. 

The attic is large and drafty. Very Httle furniture is stored 
there, and none should be added. The roof is supported by large 
wooden beams. , There are no horizontal cut-offs to stop drafts. A 
large clock tower rises from the center, which would be a sure 
means of estabhshing a draft through the building. A winding 
iron stair leads from the top floor to the attic. The door to this 
stairway should be kept locked. 

"While it is true that the chief source of danger has been 
removed by furnishing heat from an adjoining building, neverthe- 
less, there are several places where fire might start and where 
special precautions have not been sufficiently taken. The chemi- 
cal and cooking laboratories, the kitchen where lunches are pre- 
pared, and the special heater in the basement used to supplement 
the regular apparatus are all possible sources of danger. 

The auditorium occupies the central wing of the third and 
fourth floors. It has no direct exit to the outside. A winding 
metal stairway leads from the dressing room to the floor below, 
but would be of practically no use in time of panic. Audiences 
are obhged to leave by means of the main corridors and stairways. 
No fire escape is attached to the auditorium. In fact, there is 
no fire escape any^vhere. Chemical extinguishers and hose are 
supplied in the various hallways, but there is no direct alarm to 
fire headquarters. 



156 School Survey of Brookline 

Fire Risk Summary. 

To render the high school really safe would involve extensive 
alterations. As soon as possible a new building should be secured, 
but in the meantime teachers and students should be made fully- 
aware of the danger and taught what to do in case of fire. 

A fire alarm box should be placed on each floor, with direct 
connections to the fire engine house. 

Outside metal fire escapes should be placed at each end of the 
building. 

Cupboards under the stairs should l;e emptied and locked. 

Panic bolts should be placed on the basement doors. 

Alcoves in the vestibule of the main entrance should be closed 
by horizontal bars. 

The clock tower should he partitioned off from the main attic 
in order to avoid drafts. 

Fire extinguishers should be placed in chemical and cooking 
laboratories, the lunch kitchen, and the boiler room. 

Pupils and teachers should be given lessons how to handle an 
extinguisher, how to turn in an alarm, and how to send word 
through the building in case of fire. 

Fire drills should be held twice a month. They should come 
at different hours, and should call for the use of different exits. 
Frequent practice should be given all pupils and teachers in 
descending fire escapes if these are provided. 

THE PRACTICAL ARTS AND MANUAL TRAINING 

BUILDING. 

The Manual Training building was erected in 1902 in order 
to furnish shop facilities for regular high school students. In 
1913 the School of Practical Arts was estabUshed and given space 
in the same building. As at present organized, therefore, the 
two schools are under one roof, with two principals, each in charge 
of part of the work. The janitor receives directions from both 
heads. 

The school is located on Tappan Street, facing the playground 
and directly in front of the steam railroad. The railroad runs so 



School Buildings and Equipment 157 

close that windows upon that side have to be kept shut in order 
to exclude cinders and noise. 

In the basement of the Manual Training building there is 
situated the central heating plant which serves not only that 
building, but also the pubhc bathhouse, public g3niinasium and 
high school. It is a large, high-pressure steam plant, together 
with dynamos for generating electricity. Part of the plant is in a 
one-story wing, but the rest of it extends under the main building. 
Large spaces around the boilers and careful housekeeping give an- 
impression of safety and precautions against accident which is 
not warranted by the facts. 

In the first place, the danger of fire or explosion from a large 
and complicated steam plant, particularly of the high-pressure 
type, is such that it should be in a separate, fireproof building. 
Such a plant should never be installed in the basement of a public 
school building. In the second place, the danger is aggravated 
by the fact that while the Manual Training builcUng is fire- 
retarding it is not completely fireproof. Floors are of wood and 
the ceihng of the boiler room is of w^ooden construction. A 
wise precaution has been taken in keeping a watchman in attend- 
ance at the heating plant day and night, but this does not ehmi- 
nate the very real clanger from explosion. 

Since the heating plant cannot be removed, steps should be 
taken to replace the wooden ceiling of the basement with con- 
crete or other fireproof material. In future builcUng operations 
the people of BrookUne should insist that such high-pressure 
plants be placed in completely separate buildings. 

The main fuel supply for the heating plant is confined in 
a fireproof fuel pocket extended underground beyond the build- 
ing, but a smaller supply is stored near the foundry room, close 
to the main stairway. It is piled upon the floor and held in place 
by wooden boarding. Boxes of wood shavings and kindling 
are close by. A hghted match carelessly flung might easily give 
rise to a sudden fire which could cause serious trouble. If fuel 
is to continue to be stored in the room bins should be built, fined 
throughout with fireproof material, and completely closed off 
from the rest of the room. The expense of building such a fuel 



158 School Survey of Brookline 

])in need not be excessive, and the elimination of fire risks would 
be considerable. 

Stairs. 
There is only one stair well in the Manual Training School. 
The stairs lead from the entrance to the second floor, and are 
of the inverted Y type — that is, two stairs lead from the first 
floor to a mezzanine landing, and one wider flight leads from 
this landing to the floor above. The stairway is of fireproof 
material, with non-burnable treads, risers, and supports. It 
is not inclosed. The two flights leading from the first floor to 
the landing are seven feet wide, while the upper stair is practically 
12 feet wide. Handrails are supplied on each side of the stair- 
way, but not on the landing or down the center. Seven feet 
is too wide for a high school stairway, but too narrow to allow a 
center rail. The 12-foot section, however, should be supplied 
with a center rail without delay. 

Exits. 

The main entrance is directl}' at the foot of the stairway. 
Three doors, hung separately, lead from the vestibule to the 
stairway, and two doors lead to the basement. In this way the 
main stairway is effectively cut off from the basement stair well, 
and the danger that fire will spread by stair drafts is largely elimi- 
nated. There are three outer doors, each double, and each 
closed by the ordinary type of knob and latch. When these 
doors are locked it is impossible to get in or out. As was stated 
in an earher section, it is a cardinal rule in schoolhouse con- 
struction that bolts should bar entrance, not exit. It should be 
impossible for any pupil to find himself locked in. This report 
recommends, therefore, that the locks on the doors of the Manual 
Training building be removed without delay and panic bolts 
installed, as has already been done on the main doors of the 
high school building. Similar locks should be placed on the 
basement exits. 

Corridors. 

Corridors are 14 feet wide and well lighted. Along one 
side, opposite the stairs, is a row of showcases, where samples 



School Buildings and Equipment 159 

of students' work are displaj-ed. These exhibits are interesting 
to the visitor, but the hallway is not the place for them. As 
at present arranged they cut the available corridor space practically 
in half, directly opposite the stairway where it is most needed. 
If the cases must be stored in the corridor they should at least 
be moved close against the wall, so that no space is lost behind 
them.- A far better plan would be to remove them entirely. 

Attic. 

Above the second story there is a large, open attic intended 
as a temporary covering until such time as a third story should be 
added. The beams are of wood, with an occasional steel girder. 
The floor is of wood, and so roughly laid that at places it is pos- 
sible to look down through the cracks to the corridor of the 
floor below. There are a few pieces of furniture stored there, 
but for the most part the attic is empty. A wooden stairway 
with door at the foot leads to the attic. There are no handrails, 
and at the top instead of a protective wall or railing the stair 
well is shut off by a row of old chairs laid on their sides around it. 
A closet is placed under the stairway. 

It is evident that within a comparatively short time a third 
story must be added to the Manual Training High School. This 
report urges that the addition be made with a flat roof instead 
of pitched. It is, of course, desirable to keep the appearance of 
all the pubhc buildings around the square more or less in accord, 
but if the new Junior and Senior High Schools are properly planned 
they also will be finished with flat roofs. The flat roof furnishes 
opportunities for overhead lighting, roof gardens, or playgrounds, 
is less expensive to build, and far safer in case of fire. It would 
hardly be a defensible policy to erect all three new buildings on 
an obsolete plan in order that they might harmonize with the 
peaked roof of the gymnasium. 

Fire Escapes. 
There are two fire escapes on the Manual Training building. 
One is at the rear towards the southern corner. It is in a brick 
tower, and goes from the second story to the ground. There is 



160 School Survey of Brookline 

no connection with the roof. The stairway is of metal, not quite 
three feet wide, and is on the spiral plan, so that every step is 
a sharp wedge. This means that only about half of the tread 
is wide enough to furnish a good foothold. There are no hand- 
rails, and the stair is very dark. It was not an easy matter for 
the member of the Survey Staff to walk down this fire escape, 
even when there was no alarm of fire, no crowd, and plenty of 
time to make the descent. In time of fire it would be positively 
dangerous. 

The other fire escape leads from the cooking room to the 
roof of the heating plant. It, too, is spiral, but there is no in- 
closing wall. To reach it it was necessary to go into an adjoining 
room, find a chair, bring it back to the cooking room, and stand 
upon it in order to unlock the window and climb through. This 
fire escape was not designed for purposes of speedy and safe exit. 

When a third story is added to the building the need of extra 
fii'e escapes will greatly increase. There is at present only one 
inside stairwaJ^ With a third story at least one more must be 
added. This report suggests that at least one, and preferably two 
stairways be placed at the ends of the building, in separate fire 
proof stair towers. These stairs should reach to the roof and 
should empty directly to the open air. They should be of fire- 
proof construction throughout, enclosed in fireproof walls, and cut 
off at each floor by self-closing doors of metal and wire glass. In 
details of construction they should follow the best practice for 
regular school stairways. Tower stairs of this kind could be used 
as regular mean's of exit; they would be panic proof and fireproof; 
and would make the best possible outside fire escapes. 

Lighting. 
Through a combination of unfortunate circumstances, most 
of the rooms in the Manual Training High School are inadequately 
lighted. The basement rooms are darkened by shrubbery grow- 
ing close to the walls. Trees cut off much of the light from some 
of the first floor rooms, while others are darkened by the bath house 
building. Rooms on the second floor are provided with windows 
which are curved at the top instead of square cornered. For these 



School Buildings and Equipment 161 

rooms much of the Hght is necessarity cut off because of the shape 
and in several cases the upper portion of glass area is covered by- 
shades which are fastened permanently in place. In the large 
classrooms which are most generously supplied with windows, the 
glass area is equal to only about 16 per cent of the floor area. In 
Practical Arts 1 artificial hght is used during most of the session. 
In Practical Arts 2, screens across the center of the room, cut off 
light from the seats beyond. Even were these removed, the 
amount of hght admitted would be insufficient for close work. 
In the foundry room are three windows which are badly shaded 
because of shrubbery. The machine shop is darkened by trees. 

As a first step towards remedying these difficulties, the orna- 
mental bushes and trees surrounding the building should either 
be pruned or removed entirely. 

In the second place, hght-colored shades should be provided 
for all windows. These shades should be adjustable, and so 
arranged that they can be drawn up over the curved tops when 
desirable. No permanent covering should be allowed over any 
of the window-glass area. 

Third, all wahs should be painted buff color. The light green 
at present used in some of the rooms absorbs too much light. 

Finally, wherever possible chairs and desks should be moved 
close to the windows, and clear space left near the inner walls. 
Most of the classrooms in the Manual Training High School are 
about 50 feet long by 37}^ feet wide. This almost necessarily 
means that the parts of the room farthest from the windows re- 
ceive much less than their share of hght. The rooms are higher 
than the ordinary classroom, but the additional window height is 
of httle help because of the curved tops. What hght there is can 
be utilized best by moving chairs and desks as close to the outer 
wall as can be arranged without serious crowding. 

When the third story is added to the present building a 
great deal of ingenuity will be necessary to devise a plan whereby 
each room may be supplied with window glass equal in area to at 
least one-fifth and if possible one-fourth of the floor space, and 
yet the outside of the addition may harmonize fairly well Avith the 
appearance of the lower stories. The natural tendency will be 



162 School Survey of Brookline 

to sacrifice the eyesight of the students to the appearance of the 
building. A better solution should be diligently sought. 

Heating and Ventilation. 

No special tests were made of the heating and ventilation of 
the Manual Training High School. The general impression gained 
during visits in December was that the building was uncomfortably 
hot, and temperature records for December 8 showed 73° F. for 
the machine workroom and 80° F. for the pattern-making room. 
Large classrooms are furnished with special ventilating flues, but 
there is no special means of ventilation for the offices or other small 
rooms. Here cUrect radiation from radiators must be relied upon 
for heating and open windows for fresh air. Teachers complain 
that in order to keep the kindergarten rooms warm enough the rest 
of the building is regularly overheated. They also speak of diffi- 
culty in keeping books and papers clean because of the soft-coal 
smoke which comes into the classrooms from shop fires in the 
basement and cinders which blow through the windows from the 
railroad outside. 

Toilets. 

The toilet room in the basement is labelled; those upstairs 
are not. Toilet accommodations for boys are of fairly good type, 
and ample in number, although more should be added when the 
size of the building is increased. Facilities for the girls are seri- 
ously deficient in number. There are only three toilet seats for 
all the girls in the building; and these also have to be used by the 
kindergarten children. New fixtures should be added as soon as 
possible. Their number must depend upon the probable num])er 
of girls who will use the building under the new plan of adminis- 
tration. 

Rest Rooms Needed. 

There are no rest rooms in the Manual Training High School. 
Any school which includes women and adolescent girls among its 
students should provide a room well ventilated, fitted with couches, 
and with a small toilet room attached where students may retire 
in case of illness. A similar room should be set aside for the use of 
women teachers. 



School Buildings and Equipment 163 

KINDERGARTEN. 

For many years a kindergarten has been maintained in one of 
the high school buikUngs. Efforts to combine it with classes at 
the Pierce or Lincoln Schools have met with bitter opposition on 
the part of parents. The two schools mentioned already main- 
tain kindergartens far better equipped and suited to the needs of 
children than are the two stufTy httle rooms on the second floor 
of the Manual Training building. Moreover, one of these schools 
is often at a shorter distance from the child's home than the school 
he now attends. 

Some time ago the School Committee suggested fitting up an 
empty room at the Lincoln School and transferring the high school 
kindergarten to it. It proposed to provide different rooms and 
teachers, difTerent hours of opening and closing, and a different 
play period from that of the other Lincoln kindergarten class; 
but even with these concessions the opposition seemed to be too 
strong to be overcome. The School Committee now contemplates 
erecting a separate building near the high school in order to 
accommodate this one kindergarten class. 

There can be no question concerning the unsuitabiUty of the 
rooms now used bj^ the kindergarten in the Manual Training 
High School. They are small, poorly ventilated, and without 
proper facilities for play. Coatroom space is inadequate and 
poorly arranged. Children are required to use toilets intended 
for adults. They are obliged to climb a flight of very steep stairs, 
In case of a fire it would be extremely difficult to secure their 
safe and speedy escape from the building. The kindergarten 
should be transferred to other quarters without delay. To 
an outsider it would seem the most natural solution of the dif- 
ficulty to break up the class and distribute the children among 
other kindergartens already maintained near their homes. If 
however, the town wishes to go to the expense of providing a 
special building or special kindergarten rooms in one of the 
proposed new buildings there is no clear reason why it should 
not do so; always provided that this use of funds does not penalize 
less fortunate school children. 



164 School Survey of Brookline 

GYMNASIUM BUILDING. 

Instead of having a gymnasium of their own high school 
students are granted the use of the public gymnasium for certain 
hours. The wisdom of this arrangement and the appropriateness 
of the gymnasium from the physical training point of view are 
considered in one of the other Survey reports. Brief mention 
should, however, be made at this point of the fire risks encountered 
in the public gymnasium building. 

The gymnasium is not fireproof. Floors are of wood, and 
wooden stairs, unenclosed, and with dangerous wedge-shaped 
treads lead from floor to floor. There is a scarcity of shower 
baths and dressing rooms; Ijut even with the present number 
every available corner is utilized. Some girls have to cUmb 
four flights before they can reach their dressing rooms. 

If fire should start in the gymnasium building while girls 
were in the process of bathing and dressing it would almost be 
a miracle if all escaped unhurt. At the cry of fire there would 
be a concerted rush for the stairways. Articles of clothing would 
be dropped, where they would catch the feet of hurrjdng girls. 
The stairways are so poorly constructed that if 20 or 30 girls 
tried to rush down in a body almost surely some one w^ould stumble. 
In case the fire gained any headway the stairways would' be 
filled with smoke and girls already frightened would become 
panic striken. 

If they succeeded in reaching the foot of the stairs their 
way would be locked by the iron gates which divide the entrance 
hall and are usually kept locked. They would have to go through 
the narrower gateway, one or two at a time, before they could 
even reach the outer doors; and here again two of the three door- 
ways are locked from the inside and could not be used. 

A fire alarm box is situated in the main hallway, and its use 
would probably summon the fire department in time to save 
the building, but in case of a panic only fortunate chance would 
prevent serious accidents and loss of Ufe. So far the town of 
Brookline has been taking chances. How long does it wish to 
continue the same poUcy? 



School Buildings and Equipment 165 

Siimmanj and Recommendations. 

The gymnasium building is not fireproof. It is several stories 
high. Bacll}' constructed stairs and entrance combined with 
serious overcrowding form a fire hazard which should not be 
allowed in any pubHc building. The gymnasium is not a part of the 
pubhc school system and the School Committee is not responsible 
for errors in its construction, but the committee is responsible 
for the fives of children entrusted to its care. If high school 
students are to continue using the pubUc gjTnnasium for the 
pursuit of regular school activities it devolves upon the school 
authorities to insist that adequate measures be taken to insure 
safety in case of an alarm of fire. 

Summary of Existing Conditions and Plans for the Future. 

Mistaken Economy. 

In Brookline the erection of new buildings is put off as long 
as possible. This, unfortunately, is a tendency not uncommon 
elsewhere, and yet the members of the Survey Staff have more 
confidence in the innate generosity and common sense of the 
people of Brookline than to beheve that they will be satisfied 
with anything less than the best. They believe that Brookline 
wants her children to be housed in buildings which are adapted 
to modern pedagogical methods, properly heated and lighted, and 
safe in time of fire. Moreover, the Survey Staff believes that 
BrookUne is not only able, but wilfing, to pay the necessary price 
in order to secure these things. 

If the school authorities will adopt a systematic, well-thought- 
out l3uilding pohcy, so that new houses shall be erected w^hen 
they are needed, where they are needed, and according to the most 
approved modern plans, the Survey Staff believes that Brookline 
will gladly approve the necessary expencUture. 

Architects Shoidd be School Specialists. 

Twenty years ago buildings were already being erected with 
unilateral lighting, flat roofs, fireproof stairways in separate stair 



166 School Survey of Brookline 

towers, sunken wardrobes, first floor auditoriums, dispensaries, 
gymnasiums and shower baths. 

Few people realize what amazing developments have taken 
place in school architecture during the past three decades. The 
planning of school buildings has become a highly specialized field. 
It is no longer possible for an architect whose specialty is planning 
churches, office buildings, factories or courthouses', to step into 
the field of school architecture and render., gAtis^adtory service. 
If Brookline wishes modern schools she must secure the services 
of architects who know how to build them . 

Old Errors Copied in New Buildings. 

It is not only the older buildings of Brookline which show 
archaic features of school architecture. Evidence that expert 
advice is still lacking is found in the fact that buildings recently 
erected repeat errors committed long before. For example, all of 
the old buildings show pitched roofs, and so atsb d6 all the neAV 
buildings. Lighting from two sides is found in some of the rooms 
of the Devotion grammar, which is less than three years old. 
The Heath School shows windows with curved tops. Stairs and 
exits in all buildings are all of the old type ; most of them are made 
of wood and none is inclosed in a fireproof tower. 

The Runkle and Devotion Schools are built on the cottage 
plan: each has three separate buildings, connected by underground 
passages. There are two'-'seritms disadvantages to such an^/f^ 
rangement. In the first place, Jp!e first cottage to be erected .sets 
the style for each of the others. For example, the architects 
employed to build tJhe Devotion grammar state that thej' would 
have preferred a fiat roof but adopted the old-fashioned pitched 
roof because the primary was already built that wa^'. Thus, 
where the cottage plan is used, economy, safety and convenience 
must often be sacrificed in order to secure outward conformity. 

The second disadvantage of the cottage plan is that it makes 
no satisfactory provision for further additions. Each building is 
apt to cut off light from classrooms in the others, and the more 
wings or separate buildings are added J: he more difficult it is to 
secure proper lighting for all. In view of these very real dis- 



School Buildings and Equipment 167 

advantages, Brooklinc is advised to discontinue her policy of 
erecting schoolhouses on the cottage plan. 

The School Census an Aid to Building. 

In spite of a common belief to the contrary, the population 
of Brookline is steadily increasing. As time goes on, more build- 
ings will be needed, and if these are to be properly placed it is 
necessary for the School Committee to know what parts of the 
town are growing most rapidly, and where population is stagnant. 

The Committee should not depend upon popular belief or 
guesswork in formulating its builcUng policy. By taking school 
census reports and comparing them year by year it is possible to 
predict movements of population with considerable accuracy. 
The Committee should, therefore, plan to make regular and careful 
comparative studies as a basis for deciding when and where schools 
should be erected and how many rooms they should contain. 

Remaking Old Buildings. 

There is no thoroughly up-to-date building in the Brookline 
system. The Devotion grammar comes the nearest to fulfilling 
modern requirements, but even here we find lighting from two 
sides, auditorium without direct exits and with flat instead of 
slanting floor, stairs w^hich are not shut off from the rest of the 
building, a pitched roof and an attic. No other building meets 
even the standard set ]:)y the Devotion grammar. 

The Lincoln primary, grammar and annex, Sewall, Parsons, 
Cabot, Longwood and Lawrence are of antiquated design and so 
seriously dangerous through lack of fire protection that their 
continued use without change places the lives of the children in 
jeopardy. 

It is recommended that in the Manual Training, Devotion 
primary and intermediate, Pierce grammar, Pierce primary, 
Runkle and Cabot Schools special measures be taken completely 
to isolate the heating plant from the rest of the building and to 
provide ample exit facilities in panic-proof, fireproof stairwaj's or 
modern outside fire escapes. It may be found wiser to send the 
few children who now attend the Cabot School to the Devotion 



168 School Survey of Brookline 

rather than to spend the amount of money and effort which is 
necessary if the Cabot School is to be rendered safe. 

Longwood. 

The Longwood School is close to the Brookline boundary and 
is run practically for the benefit of Boston children. It is a wooden 
building of old-fashioned type. Its sanitary arrangements are 
unsatisfactory, and it would readily burn down. In the opinion 
of the Surveyors, use of the Longwood School should be di con- 
tinued. 

Lawrence. 

The Lawrence School is one of the worst buildings in Brook- 
line. Lighting is inadequate, so that most of the children are 
subjected to eye strain most of the time. Blackboards are of 
plaster. Seats and desks are for the most part of old style and 
non-adjustable. Gusts of wind blow in through cracks, and tem- 
perature is uneven in different parts of the room. Stairs are of 
dangerous type. The fire escape is almost useless. The heating 
plant is a constant source of danger. Toilets are dark and at 
times ill-smelling. The basement floor is damp. There is no 
proper provision for the care of teachers, principal or sick children. 
Many of Brookhne's best people received their education in the 
Lawrence School, and its memory is dear to their hearts, but they 
should not utilize it as a place where present generations must be 
taught. 

Sewall, Parsons and Lincoln. 

The Sewall, Parsons and Lincoln Schools are on three points 
of the circumference surrounding what is known as the Walnut 
Hill region. The Sewall and Parsons are almost on the edge of 
town. They are small primary schools of antique model, unfitted 
for modern educational work, and seriously liable to burn. To 
render them sufficiently safe for children to attend would entail an 
expenditure out of proportion to their value. 

The Lincoln grammar, and annex, is a large rambUng build- 
ing in which, because of the southern exposure, it is impossible 



School Buildings and Equipment 169 

to secure proper lighting conditions. Seats and desks are old 
and many of them non-adjustable. Blackboards are in poor 
shape. At times it is almost impossible to warm certain rooms, 
while others become excessively hot. Toilets are dark and ill- 
smelling. Cellar floors are damp and plaster falls from the 
ceihng. There is no direct connection between the basements 
of the grammar, shop, and annex, and to go from one to the 
other the janitor is obliged to cUmb to the second story or else 
go outdoors. The fire escape is unsafe. Examination of the 
basement disclosed conditions of fire hazard so extreme as to 
call for drastic action. 

The Lincoln primary, directly across the street, is situated 
between a street car line and the steam railroad. If windows 
on the south are open class work is drowned by the noise of pass- 
ing vehicles. If those on the north are opened the roar of trains 
and clouds of smoke again interfere. Rooms are wide and shal- 
low, so that teachers have great difficulty in conducting classes. 
Blackboards are in very bad condition, improperly located and 
too high for children to use. Rooms are insufficiently lighted 
and there is constant glare on the southern side. The air is 
excessively hot and dry. Toilet conditions are absolutely un- 
adapted to the use of young children, and would be exceedingly 
undesirable for children of any age. The stairs are so dark that 
children do not dare to go down alone; and there is no artificial 
light in the building. Fire conditions in the basement are so 
bad as apparently to constitute a dereliction of duty on the 
part of the local fire marshal. 

New Elementary School Needed. 

The Parsons, Sewall, Lincoln grammar, and Lincoln primary 
are four of the worst buildings in BrookUne. They are all situated 
near together, and draw their pupils from the most crowded 
part of the town. Many of these children come from close to 
the poverty fine, where there are few opportunities to learn the 
niceties of living, and great need for systematic instruction in 
matters of conduct and hygiene. It is to these children whose 
need is greatest that BrookUne has given its worst school buildings. 



170 School Survey of Brookline 

In view of these conditions fhis report recommends that 
the town of BrookUne secure a site as near the Village square 
as possible, and erect thereon a large pubhc school building of 
the most approved modern type, amply provided with auditorium, 
library, gymnasiums, shower baths, playrooms, lunchroom, and 
dispensary, and so arranged that it may be utihzed to its fullest 
capacity as a community center for the famihes Kving near. 
There is probably no single investment which the town could 
make more Ukely to result in improved social conditions than 
this placing of a sociaUzed modern school in the heart of what 
is commonly spoken of as "the Brookhne slums." 

Newton Street School. 

The Newton Street School is probably one of the oldest 
school buildings still in use in the United States. It was built 
in 1768 and enlarged in 1839. It is situated at a long distance 
from the center of the town, in that part of BrookUne Avhich 
is given over to large estates. The Survey Committee believes 
that it should be closed, and that the few children who attend 
should be taken in wagons to the Heath School, where they 
would receive better educational opportunities. 

The Newton Street School is a one-room building. It 
stands at one side of the road, facing south, and banked on the 
west and east by a thickly wooded hill. Windows are on all four 
sides. Heating is by means . of an old-fashioned iron stove. 
There is no running water, and water for washing and drinking 
purposes is brought from next door. Fuel bin and toilets are in 
sheds attached to the main building. The building is in fairly 
good repair; but many changes should be speedily made if it is 
to be continued in use. 

Changes Needed at Newton Street. 

1. Front windows should be closed by opaque shades or 
blackboards. 

2. Blackboards are now of several materials. Slate should 
be installed throughout, ar^d placed 24 inches from the floor 
instead of five feet four inches as they are now. 



School Buildings and Equipment 171 

3. A modern jacketed stove, such as is now frequently re- 
quired by law for rural schools, should take the place of the old- 

, fashioned stove now in use. 

4. Water should be piped to the Ijuilding. 

5. Modern toilets with water flush and sewer connection 
should be installed at once. 

Whether or not the town is justified in maintaining a class 
at the Newton Street School is not a question pertaining to this 
report. It is certain, however, that if the school is to be run 
the changes outlined above are essential for the health of its 
children. 

Residents of the Chestnut Hill section have petitioned for a 
primary school consisting of a kindergarten and three grades in 
their immediate neighborhood. In December, 1916, there were 
children in the Heath School in these grades as follows: 

Chestnut Hill Seclion Heath School Section Total in Heath School 

Kindergarten 14 Kindergarten 24 Kindergarten. ... 38 

Grade 1 16 Grade 1 22 Grade 1 38 

Grade II 12 Grade II 24 Grade II 36 

Grade III 20 Grade III 19 Grade III 39 

To separate the children of these grades as proposed while the 
numbers remain approximately as at present would diminish the 
efficiency of the work and thus subtract from the advantage which 
the children of these classes now enjoy. Classes of approximate 
size are now possible consisting of a single grade. This would no 
longer be true if the proposed primary school were opened, but a 
mixing of grades would be necessary. The time may come when 
the petition can be granted without detriment to the interests 
of the children concerned, but in the opinion of the Survey Staff 
that time has not yet come. 

Complaint is made that the children suffer inconvenience in 
making the trip to and from school. If this is true, a remedy may 
easily be found in changing the mode of transportation. Motor- 
driven barges are now on the market which provide for warmth 
and complete protection from inclement weather, while making 
such speed as greatly to reduce the time required for the trip. 



172 School Survey ok Brookline 

It is here recommended that the organization of a separate 
primary school for the Chestnut Hill section be not undertaken at 
the present time. 

Junior High School. 

In other of the Brookline Survey reports the suggestion has 
been made that a Junior High School should be established. This 
plan would take away from the grammar schools some of the 
upper grades, house them in a central builcUng, and make their 
former rooms available to Brookhne children who now attend the 
Lawrence, Longwood and Cabot Schools, all of which are unsuit- 
able. 

It will probably be desirable to locate the new Junior High 
School building on the same square as the Senior High School, 
Manual Training building, gymnasium and bath house, because 
this location would make it possible for students to use the Manual 
Training building for shop work. It may also prove desirable, 
upon the advice of a competent heating and ventilating engineer, 
to connect the Junior High School builcUng with the central heating 
plant. 

The Junior High School should be independent of other 
organizations in rooms and equipment. That is, it should have 
an auditorium of its own, instead of being obliged to use that of 
the Senior High School. There should be two gymnasiums so 
that classes of boys and girls can be conducted simultaneously 
without being obliged to adjust periods to the already overcrowded 
schedule of the pubhc gym.nasium. In the same way the new 
building should include hbrary and study room, lunchroom, rest 
rooms, dispensary, etc., for the sole use of Junior High School 
students. 

Manual Training Building. 

The Manual Training Building was originally planned to be 
a three-story structure. In order to accommodate students of 
the Junior High School it will probably be necessary to add the 
third story within a comparatively short time. An earlier section 
has pointed out the imperative necessity of planning this addition 



School Buildings and Equipment 173 

in such a way that every classroom will receive adequate light. 
If the plan of the first two stories is followed it will be impossible 
to secure satisfactory lighting conditions. It is urged that the 
most careful attention be given this matter, and that plans be 
submitted to expert scrutiny before building operations are under- 
taken. 

More Careful safeguards must be taken against fire. The 
entire first floor should be made of concrete or other fireproof 
material, and at least one additional stairway placed at the 
east end of the building in an isolated fireproof stair tower, so that 
it may serve both as an additional stairway and as a means of 
escape in case of fire. 

Senior High School. 

There is no way of remaking the old high school building so 
that it will give satisfactory service. No scheme of cutting class- 
rooms in two or partitioning off the ends of corridors can be satis- 
factory because the original plan did not contemplate or allow for 
such changes. The heating and ventilating in such classrooms as 
have been added in this way is and always must be unsatisfactory, 
and effective lighting cannot be secured so long as the old walls 
remain standing. Money invested in the present building beyond 
that which is necessary to render it temporarily habitable will be 
an exceedingly unprofitable investment. 

As soon as the Junior High School is built first-year high school 
classes will be transferred to it, and the over-crowded conditions 
in the present high school building will be greatty relieved. As 
soon as possible after the transfer of these pupils, certain rooms 
where light and ventilation are most seriously 'deficient, should be 
closed for regular class purposes. One of these should be made 
into a teachers' rest room, and another into a rest room for girl 
students. All lockers should be removed from classrooms, and 
places found for them elsewhere. Better provision should be 
made for the disposal of outside wraps. An iron fire escape of 
modern design should be installed near each end of the building. 
With these changes the present builcfing may be continued in use 
until a new one can be built. 



174 School Survey of Brookline 

Brookline should begin the erection of a new Senior High 
School building within the next five years. Since the same loca- 
tion is probably desirable, it will be necessary to plan the building 
in sections and put up one part at a time, so that class work will 
not be interrupted. 

It is essential in planning a new school building to pro\'ide 
for school activities as they will actually be carried on. It is 
extravagant to provide classrooms holding 50 students if only 20 
students are to be taught there. Classrooms in elementarj^ 
schools are all of the same size because, as at present organized, 
m.ost elementary teachers have almost 40 pupils each, but in the 
high school classes are apt to vary all the way from 16 or 20 to 40, 
depending upon the particular method of administration followed. 

In the report of the Special Committee on High School and 
Manual Training School Accommodations there is an attempt in 
Appendix Y to find out how much each classroom in the high school 
was actually used. This is a step in the right, direction; and a 
similar, although somewhat more detailed, study should be made 
of class schedules under the Senior High School plan in order to 
furnish the architect with data so that he may secure the most 
economical arrangem-ent of floor space, and make allowance for 
future growth. 

Building Policy Needed. 

If the recommendations of this report are carried out they 
will entail rather elaborate and extended building activity. 
Early and positive action is necessary if Brookhne is to secure a 
school plant of which she need not be ashamed. The School Com- 
mittee should map out a definite building policy covering at least 
the next five years, and steps should be taken to insure that it will 
be carried through. This plan should include provisions for: 

1. Securing the services of an architect who speciaUzes on 
school buildings and is of recognized high standing in this branch 
of his profession. 

2. Erection of a Junior High School building. 

3. Repairs and alterations on Elementary, Manual Training 
and Senior High School buildings to render them sanitary and safe. 



School Buildings and Equipment 175 

4. Erection of a new elementary school to take the place of 
Sewall, Parsons and Lincoln. 

5. Erection of a Senior High School. 

6. Addition of a third floor to the Manual Training building. 

Nothing is here recommended beyond what would be con- 
sidered essential in any Kke community of well-to-do people. 
By reason of her exceptional wealth, Brookline can carry out 
an extensive building program with the minimum of embarassment. 
If she is willing to give thought and money and energy to solving 
her building problem, she can within a decade take her place as 
the leader among the really progressive communities in the United 
States. 



CHAPTER V. 

SCHOOL POPULATION. 

The School Census. 

As has been shown in Chapter I, the number of j'oung people 
in Brookhne is unusually small, in fact, the smallest proportion 
of all cities in the two groups chosen for comparison according 
to the United States Census for 1910 — 12.9 per cent for those 
from five to 14 years inclusive, and 19.3 for all below 15 years 
of age.* 

The school census of Brookline has been taken annually 
upon September 1 for many years. For 1915 the census age 
was changed by law from five to 14, inclusive, to five to 15, in- 
clusive. Owing to a later law, revising the plan for the taking 
of the census and changing the time from September to April, 
no census was taken in September, 1916. The data for each 
census from 1901 to 1915, inclusive, are furnished in Table 1. 
The census figures for 1915 are for the years from five to 14, 
inclusive, in order that proper comparison may be made. 

It will be observed from a study of Table 1 and its accom- 
panying diagram that the increases in enrollment and in average 
membership in the day schools are more even than the increase 
in the census. ' This is due, undoubtedly, to the omission of some 
children or more likely the omission of more children at one time 
than at another. More will be said about this matter in another 
connection. 

This table also reveals the wide difference between the per- 
centage of increase in total population and in school population 
during the past 15 years. The former was 68 per cent (from 

*The school census and United States Census do not agree ui^on the 
number of children five to 14 in 1910. The school census figure is 3740; 
the United States Census 3585 — a difference of 15.5. Even so, the conclusion 
regarding the small proportion of children still holds. 

176 



The School Population 



177 









TABLE NO. 


1. 








Census, 


Enrollment and Av; 


ERAGE 


Membership 1899 


-1916. 










1 


[verage 


Mcmhers\ 


L.-,. 






' 


Ji 




"^ 




Children 


Enrollment 




■ 


-Elementary Schc 


n7 






School 


of School 


of Day All Day 


High 




Grades 


Grades Kinder- 


Y'car 


Age 


Schools 


Schools 


Schools 


Total 


IV -IX 


I-III 


garten 


1899-1900 


3032 


3604 


3000 


319 


2681 


1384 


976 


321 


1900-1901 


3060 


3635 


3084 


326 


2758 


1501 


912 


345 


1901-1902 


3193 


3703 


3189 


346 


2500 


1533 


967 


343 


1902-1903 


3309 


3883 


3358 


373 


2985 


1637 


1017 


331 


1903-1904 


3396 


4024 


3547 


391 


3156 


1726 


1067 


363 


1904-1905 


3486 


4194 


3686 


424 


3262 


1727 


1154 


381 


1905-1906 


3611 


4247 


3682 


433 


2914 


1803 


nil 


335 


1906-1907 


3614 


4307 


3755 


424 


3331 


1869 


1117 


345 


1907-1908 


3619 


4274 


3750 


496 


3254 


1859 


1046 


349 


1908-1909 


3656 


4268 


3770 


527 


2890 


1882 


1008 


353 


1909-1910 


3740 


4191 


3590 


514 


3176 


1834 


1020 


322 


1910-1911 


3798 


4298 


3744 


542 


3202 


1833 


1045 


324 


1911-1912 


3878 


4273 


3752 


528 


3224 


1828 


1081 


315 


1912-1913 


3958 


4470 


3874 


529 


3345 


1908 


1077 


340 


1913-1914 


3956 


4567 


3970 


608 


3362 


1931 


1099 


332 


1914-1915 


4107* 


4702 


4140 


717 


3423 


1962 


1115 


346 


1915-1916 




4787 


4193 


760 


3433 


1978 


1107 


348 



19,935 in 1900 to 33,490 in 1915) while the latter was but 36 per 
cent (from 3032 to 4107). 

The census for 1915 in detail is as follows: 



TABLE NO. 2. 
School Census BROOKLINE, 1915. 



Ages 


Boys 


Girls 


Total 


5 and 6 


350 


365 


715 


7 to 13 


1446 


1478 


2924 


4 and 15 


430 


420 


850 



Totals 



2226 



2263 



4489 



*The censu.s for this year was 4889. In the previous census, 1914, 8.5% 
were 15 years of age. Assuming; the same per cent were of this age in 1915, 
we obtain 4107 as the number five to 15 years of age. 



178 School Survey of Brookline 

Census and Enrollment. 

It is impossible to state Avith accuracy from the data available 
liow many of the children of school age actually attended the 
public schools, how many attended other schools, and how many 
attended no school at all during all or any of these years. 

The number attending private schools in November, 1916, 
was, so far as reported, as follows: 

St. Mary's Parochial ychool, Brookline 654 

Miss Park's School, Brookline 85 

Longwood Day School, Brookline 34 

Mr. River's Open Air School, Brookline 15 

Noble and Greenough's School, Boston 32 

Brimmer School (Miss Cummings), Boston 29 

Miss Cushman's, Chestnut Hill, Newton 48 

Country Day School, Newton 26 

Fessenden School, West Newton . 3 

Total 926 

For the purpose of reaching the closest practical accounting 
of Brookline's children with such data as are at hand, the number 
of children of school age, five to 15, inclusive, upon September 
1, 1916, may be assumed to be as many more than in September, 
1915, as the average annual per cent of increase from 1900 to 
1915 — 2.35 per cent. This gives 4593 as the estimated number 
of census children at the beginning of the present school year. 
We know positively that 3075 pupils in the elementary schools 
and 154 in the high school enrolled up to November, 1916, were 
of these ages. Assuming that one-half of the kindergarten 
children were five years old upon the census date, 141 must be 
added to the aliove figures, making a total of 3370 of census age. 
Assuming that the number of non-residents is the same as 
last year, and subtracting the 171 in the elementary schools, leaves 
3191 as the approximate number of Brookline children of census 
age in the public schools. To this number should l)e added 
those who will enter late; 250 would be a fair estimate as de- 
termined by previous years' records, bringing the number up 
to 3441. Now if to this estimated total enrollment in the public 



The School Population 179 

schools of children who were in BrookUne upon September 1, 
1916, be added the total enrollment of Brookline children in the 
parochial and private schools, 926, increased by 70 for late en- 
rollment to 996, it follows that approximately 4437 of ap- 
proximately 4592 census children will be in school at some time 
during the year. Possibly 75 may hold working certificates, 
which still haves a balance of 80 to be accounted for by legal 
exemption or otherwise. 

From this it may be tentatively concluded that probably 
practically all of Brookline's children of school age are enrolled 
in some school during the school year except those legally em- 
ployed or exempted from attendance. 

Distribution of the Enrollment. 

The next question that naturally arises concerns the dis- 
tribution of this enrollment among the various departments and 
grades of the school. Referring to Table No. 1 and its accom- 
panying diagram, it will be seen that the average membership 
of all schools and the school census have increased practically 
together, but that such would not have been the case had it 
not been for the increased membership in the high schools. For 
the average membership in the elementary schools falls a trifle 
short of increasing as rapidly as the census children, while that 
of the kindergarten has failed in an unusual degree to do so. 
In fact, their increase from 1900 to 1915 was less than one per 
cent, while that of Grades I to IX was 30 per cent, and of the 
high school 125 per cent. The increase in school population was 
36 per cent. 

The distribution of the pupils among the various grades in 
the elementary schools, high schools, and School of Practical 
Arts, taking those who had been enrolled up to November 3, 
1916, is shown in Table No. 3. 

The pupils of the elementary grades are distributed among 
12 buildings with number of grades, classes and pupils as given 
in the accompanying table. The data are for November 24, 
1916, and represent fairly well the maximum size of classes. 
The elementary buildings are divided into six groups, each with 
a grammar school and followed by such primary schools as are 



180 



School Survey of Brookline 



feeders to it. The Devotion and Pierce Schools have no primary 
schools connected with them in this way. 





TABLE NO. 3. 




Enrollment of 


THE Schools of B; 


ROOKLI> 

Per cent 


Grade 


Enrollment 


of Total 


I 


364 


10.0 


II 


371 


10.0 


III 


321 


8.0 


IV 


367 


10.0 


V 


379 


10.0 


VI 


331 


9.0 


VII 


346 


9.0 


VIII 


311 


8.0 


IX 


290 


8.0 


Total 


3080 


82.0 


X 


235 


6.0 


XI 


212 


5.5 


XII 


160 


4.0 


XIII 


97 


2.5 


Total 


704 


18.0 


Total elementary and high 


3784 
TABLE NO. 4. 


100,0 



Distribution of Pupils among Buildings, Grades, and 
Classes in Elementary Schools. 









Membership 


Average 


Buildings 


Grades 


Classes 


at Date 


per Class 


Devotion 


I-IX 


18 


600 


33 


Heath 


MX 


9 


335 


37 


Newton 


I-III 


3 


10 


33 


Lincoln 


I-IX 


15 


484 


32 


Parsons 


III 


2 


52 


26 


Sewell 




3 . 


91 


30 


Pierce 


IIX 


19 


665 


35 


Runkle 


I-IX 


11 


411 


37 


DriscoU 


I-VI 


6 


216 


36 


Lawrence 


IV-IX 


6 


213 


36 


Cabot 


I-III 


3 


73 


24 


Longwood 


I-III 


3 


82 


27 



Totals 



98 



3 332 



33 



oj Teachers 


Membership 


Teacher 


2 


33 


17 


2 


38 


19 


2 


39 


20 


3 


46 


16 


2 


23 


12 


2 


39 


20 


2 


24 


12 


2 


25 


13 


2 


IS 


9 



The School Population 181 

Number Pupils per 

Kindergarten 
Devotion 
Heath 
Lincoln 
Parsons 
Sewall 
Pierce 
DriscoU 
Cabot 
High School 

Totals 19 285 15 

The average size of the classes in the elementary schools 
as shown in the above tables is favorable to the Brookline schools. 
In order to accomplish the best results it is commonly believed 
that classes should not have more than 30 pupils. While the 
figures above show that practically 70 per cent of the classes 
exceed this standard, yet when the principals in each of the six 
grammar schools and the general assistants in four others are 
reckoned as among those teaching the average number of pupils 
per teacher is reduced to 30, which has been the standard in 
Brookline for the past few years. Of the 95 classes one has less 
than 20 pupils, 24 have 20 to 29, 52 have 30 to 39, and 18 have 
40 to 47. The Newton School is not included in this summary. 

Attendance. 

The record of the Brookline schools in the matter of attend- 
-ance of those enrolled is low when compared with schools of 
other Massachusetts towns of the same group. Of the 70 towns, 
Brookhne is one of 3ight in 1912-13 having the lowest per cent of 
attendance. In the following year five had a lower percentage 
and 17 others the same. 

The reason for this low standing is poor attendance in certain 
schools. The records for several schools are high. In 1915-16 
one-half the pupils in the Lincoln and Pierce Schools attended over 
180 of the 187 days. Applying this same standard, number of 
•days attended by one-half the pupils, to schools upon the other 



182 



School Survey of Brookline 



extreme it is found that the record of the Cabot School was 30 
days less; of the Driscoll, 24 days less; of the Longwood, 18 days 
less; and of the Runkle and Parsons 15 daj's less. The record for 
each of the schools is as follows: 





TABLE 


NO 


K .5. 




DiAN Number 


OF Days 


i Attended by Pupils 


Enhol 






1915-16. 






School 


Median 






School 


Median 


Lincoln 


180.8 






Newton 


167.5 


Pierce 


180.1 






Runkle 


165.8 


Heath 


178.7 






Parsons 


165.5 


Devotion 


175.7 






Longwood 


162.8 


Lawrence 


172.3 






Driscoll 


156.8 


Sewall 


170.9 






Cabot 


150.4 



It is interesting to note that the schools having the poorest 
records are attended by the children of the more intelligent and 
well-to-do parents, while the three schools at the head of the list 
are in the less-favored residential sections of the town. It would 
seem that much of the absence is unnecessary and the School 
Committee would be warranted in taking such action through its 
Superintendent, principals, and, if necessary, the attendance 
officer, as would correct this situation. 



Ages at Which Pupils will Complete this Schooling. 
The next question for our con.sideration is whether the pupils 
are making such progress through the schools as will enable them 
to have the amount of education which is considered desirable 
before they quit school permanently. In order to answer this 
cjuestion the standards for age in each grade that have come to be 
accepted must be applied. These standards are arranged so as 
to provide for the completion of the elementary school before the 
pupil reaches the age of fifteen. The standard or normal ages 
given below are adjusted to the nine-year elementary school 
course. If a pupil enters or completes a grade within the age 
limits specified as normal and continues to make the usual progress 



The School Population 183 

of one grade each year, he will then have completed the elementary 
school sometime between his fourteenth and fifteenth birthdays. 





TABLE NO. 6. 






Normal Age, 


• 


Grade 


For entering grade 


For completing grade 


I 


5 years up to 6 


6 years up to 7 


II 


6 years up to 7 


7 years up to 8 


III 


7 years up to 8 


8 years up to 9 


IV 


8 years up to 9 


9 years up to 10 


V 


9 years up to 10 


10 years up to 11 


VI 


10 years up to 11 


11 years up to 12 


VII 


11 years up to 12 


12 years up to 13 


VIII 


12 years up to 13 


13 years up to 14 


IX 


13 years up to 14 


14 years up to 15 


X 


14 years up to 15 


15 years up to 16 


XI 


15 years up to 16 


16 years up to 17 


XII 


16 years up to 17 


17 years up to 18 


XIII 


17 years up to 18 


18 years up to 19 



The standards used hereafter in this study are, of course, 
those for entering the grade and the ages recorded are those of 
September 1, in accordance with the prevailing practice. 

The data for this study were gathered by the teachers from 
the cumulative incUvidual record cards — the so-called "blue 
cards" — and the ages given are those there recorded. In the 
high school, however, because of the absence of such cards, the 
pupils were relied upon for the statement of their ages and also 
for the years in school. The pupils in the School of Practical Arts 
are not included. 

The great differences between schools in these respects are 
striking. Inasmuch as the lower grades have fewer over-age pupils 
and likewise fewer under-age pupils than the upper grades, it is 
best for comparative purposes to group the buildings together, 
merging each piimary school with the grammar school to which it 
sends its children. The tables showing these schools, thus com- 
bined together with the age data by grades, follow. The data for 
each school separately are furnished in the Appendix, Table No. 8. 



184 



School Survey of Brookline 



TABLE NO. 7. 

Number and Per Cent of Pupils Who are Over Age, 

Normal Age and Under Age by Groups of 

Buildings and of Grades, 1916-17. 





11 




"a 

a 

I. 0) 
O M 


> M 




"3 


> 


Devotion 


577 
337 
592 
651 
606 
317 


49 
4 
10 
25 
33 
17 


236 
109 
245 

277 
240 

lis 


292 
224 
337 
349 
333 
182 


8.5 
1.0 
2.0 
4.0 
5.0 
5.5 


41.0 
32.5 
41.0 
42.5 
40.0 
37.5 


50 5 


Heath and Newton 

Lincoln, Parsons, Sewall. . . . 
Pierce 


66.5 
57.0 
53 5 


Runkle and Driscoll 

Lawrence, Cabot, Longwood 


55 

57.0 


Total 


3080 


138 


1225 


1717 








1st Grade 


364 
371 
321 
367 
379 
331 
346 
311 
290 



8 
11 
16 
14 
16 
21 
31 
21 


221 
194 
132 
127 
118 
102 
125 
105 
100 


143 
169 
178 
224 
247 
213 
200 
175 
169 


2.0 
3.5 
4.0 
4.0 
5.0 
6.0 
10.0 
7.0 


60.5 
52.5 
41.0 
35.0 
31.0 
31.0 
36.0 
34.0 
34.5 


39 5 


2nd Grade 


45 5 


3rd Grade 


55.5 


4th Grade 


61.0 


5th Grade 


65 


6th Grade 


64.0 


7th Grade 


58.0 


8th Grade 


56.0 


9th Grade 


58 5 






Totals 


3080 


138 


1224 


1718 












1st Year High School 

2nd Year High School 

3rd Year High School 

4th Year High School 


198 

196 

145 

97 


7 
10 
12 

2 


53 
50 
46 
35 


138 

136 

87 

60 


3.5 

55.0 

8.0 

2.0 


26.5 
25.0 
32.0 
36.0 


70.0 
70.0 
60.0 
62.0 


Totals 


636 


31 


184 


421 








Grades 1 to 9 










5. 
5. 


40. 
29. 


55. 


Grades 10 to 13 




66. 



The School Population 185 

When comparison is made with other cities for which com- 
parable* data can be found, it is learned that none of the 32 cities 
has so small a percentage of under-age or so large a percentage of 
over-age pupils in its elementary schools. In other words, fewer 
pupils in Brookline will complete their common school education 
at any early age, and a larger number will complete it at a later 
age than in any other of these cities. 

The position of Brookline elementary schools as regards Under- 
age and over-age is shown in the accompanying tables. 

TABLE NO. 8. 

Cities Arranged in Order of their Rank According to 

Percentages of Pupils in Elementary Schools who 

Are Under Age, Together with Schools of 

Brookline.* 

Per Cent Per Cent 

Cities Under Age Cities Under Age 

1. Quincy, Mass 50 18. Schenectady, N. Y 26 

2. Amsterdam, N. Y 49 19. Topka, Kan 26 

3. Syracuse, N. Y 42 20. Reading, Pa 25 

4. Danbury, Conn 38 21. Muskegon, Mich 25 

5. Elmira, N. Y 38 22. Watertown, N. Y 25 

6. New Rochelle, N. Y 36 23. Elizabeth, N. J 23 

7. Indianapolis, Ind 34 24. East St. Louis, 111 22 

8. Niagara Falls, N. Y" 31 25. Hazelton, Pa 22 

9. Trenton, N. J 31 26. New Orleans, La (White). 20 

10. Plainfield. N.J 30 27. Montclair, N. J 18 

11. Racine, Wis 30 28. Passaic, N. J 17 

12. Canton, 28 29. Kenosha, W^is 16 

13. Danville, 111 28 t Des Moines, Report 1915. 13 

14. Milwaukee, Wis 28 t Altoona, Report 1915 13 

15. Rockford, 111 28 f Butte, Survey 7 

16. Bayonne, N.J 27 t Brookline 4 

17. Perth Amboy, N. J 27 

*Comparable data are those which observe the same normal age limits as 
given in the table for normal age furnished above. 

fAll cities except those starred are taken from Ayres study — Russell 
Sage Foundations Bulletin 108. Corrections of the Brookline figures because 
of difference in time at which data were gathered do not alter Brookline's 
position materially. 



186 



School Survey of^Begokline 



TABLE NO. 9. 

Cities Arranged in Order of their Rank According to 

Percentages of Pupils in Elementary Schools who 

Are Over Age, Together with Schools of 

Brookline.* 



Cities 



Per Cent 
Over Age 



1. Quincy 19 

2. Amsterdam 28 

3. Racine 28 

4. Indianapolis 29 

5. Syracuse 29 

6. Danbury 31 

7. Milwaukee 31 

8. Rockford 32 

9. Canton 34 

10. Elmira 34 

11. New Rochelle 34 

12. Muskegon 35 

13. Niagara Falls 36 

14. Topeka .36 

15. Danville 38 

16. Trenton 38 

17. Plainfield 40 



Per Cad 
Cities Over Age 

18. Reading 40 

19. Perth Amboy 41 

20. Bayonne ! 42 

21. Hazelton 42 

22. Watertown 43 

23. East St. Louis 44 

24. Schenectady 44 

* Des Moines 45 

25. Elizabeth 46 

26. Kenosha 48 

27. Montclair 48 

28. New Orleans (Whitej 49 

* Altoona 50 

29. Passaic 51 

* Butte 51 

* Brookline .56 



*See note under Table 8. 



The significance of this situation to the children of BrookUne 
in later life is of great importance. The constantly extending 
scope and refinement of knowledge, the ever increasing competi- 
tion, and the continual raising of standards for entrance into voca- 
tions and for success in them have operated to prolong the length 
of schoohng. This is in conflict with the desirable social end that 
preparation for vocations and apprenticeship in them should be 
completed in time for the living of a fully satisfying hfe as an 
effective member of the family and community. The completion 
of the elementary school and the entrance into the high school 
before 15 and of the completion of the high school and entrance 
into college before 19 is as late as these considerations permit. In- 



The School Population 187 

deed even this yields too much rather than too httle. College 
graduation between 22 and 23 and professional courses and ap- 
prenticeship beyond have postponed in many cases the gaining of 
aplace in life to such a late age as to cause heart-burnings and 
disappointments. 

Furthermore, experience and study have both shown that 
it is the over-age boy and girl who drop out of school before com- 
pleting the elementary course. Having passed beyond the period 
when the compulsory' laws can hold them, they pass out into life 
without sufficient preparation. A school cannot be said to be 
doing its duty to society unless it adapts its organization of classes 
and its Course of Study to meet the needs of this large class of 
children. 

The presence of over-age children in the same class with 
those of normal and under-age, especially if the differences are 
large, prevents the attainment of that homogeneity which is 
essential to the highest efficiency in class teaching and management. 

This is a matter to which the School Committee, officers and 
teachers of Brookline should give serious and immediate attention. 
Such a condition of affairs is entirely inconsistent with the stand- 
ing of many of the parents in literary, professional, commercial 
and industrial Ufe. To what is it due? To what extent are the 
schools responsible? 

One of the reasons is that some pupils start to school at such 
a late age that if they make the usual progress it is impossible for 
them to complete the elementary course of nine years before their 
fifteenth birthday. In order to finish before this time, they must 
enter before they become six years of age — that is at five. Of 
the pupils in the elementary schools in November, 1916, approxi- 
mately 29 per cent entered school between their sixth and seventh 
birthdays, while 4 per cent entered later. That is approximately 
one-third of the pupils enter so late that they cannot by regular 
progress complete the nine-year elementary school at or before the 
age that is considered desirable. 

Both the parents and the schools are responsible for this 
lack of co-ordination which produces this result. Parents should 
start their children in time as required by the length of the Course 



188 School Survey of Brookline 

of Study and, on the other hand, the school should adapt the 
length of the Course of Study to the sentiment of the people 
regarding the time that their children should enter school. When 
so large a proportion as one-third enter beyond the normal time 
it is incumbent upon those in charge of the schools to make 
such an adjustment in their organization as will enable them to 
make up time. 

The second reason for this condition is that pupils lose time 
through prolonged absence after entering school. About 14 
per cent of the pupils in the elementary schools who originally 
entered on time have lost a half j-ear or more at one or more 
times. This has the same effect as late entrance. The re- 
sponsibility is again a shared one between the pupils and the 
school. 

Is the school organization adapted to the making up of time 
on the part of pupils who enter late? The data gathered show 
that of the 47 per cent of pupils who either entered late or lost 
time, 11 per cent did gain time, 47 per cent progressed at the rate 
of one grade each year, while 21 per cent (almost twice as many 
as those who gained) made slow progress. 

A third reason is the nine-year elmentary school course. 
If the course were of eight years only and if pupils should con- 
tinue to start to school at the same ages as now, and if no more 
time were lost than now by prolonged absence, and if they con- 
tinued to progress as regularly, the per cent of over-age pupils 
in Brookline would be among the smallest of all cities in the 
United States, and the number of under-age pupils would be among 
the largest. What these percentages would be can be approxi- 
mated by advancing the normal age for each grade one year 
and applying it to the aggregate data for pupils enrolled this year. 
This gives 44.4 per cent under age, and only 19.3 per cent over 
age. But two cities would have a larger percentage of under- 
age pupils, and but one city would have a smaller percentage 
of over-age pupils. 

For the nine-year elementary course the school is entirely 
responsible. 

A fourth reason is a seemingly strong inclination upon the 



The School Popu'lation 189 

part of the supervising and teaching corps to advance the largest 
possible number of pupils regularly one grade each year. While 
they do not encourage and assist many boys and girls to get 
ahead of their class, on the other hand they do extend all possible 
assistance and encouragement to those who are having a hard 
struggle to keep up with their classes. Again for this situation 
the school is responsible, and not the parents. The results of 
this pohcy Avill be seen from a detailed inquiry into the progress 
actually made by the pupils. 

Progress op Pupils. 
In the following data regarding the progress of pupils an 
advancement of one grade each year is considered as normal. 
Any year in which a pupil was absent 50 per cent or more of his 
time was not counted in this study unless he was advanced not- 
withstanding the absence. Furthermore attendance in another 
school system was charged as the normal length of time that 
would be required to complete the work. 

TABLE NO. 10. 

Number and Per Cent of Pupils Making Rapid, Normal and 
Slow Progress by Groups of Buildings and by Grades, 

1916-17. 





Rapid 


Normal 


Slow 


Rapid 


N^ornial 


Slow 


Buildings 


Prog- 


Prog. 


Prog- 


Prog- 


Prog- 


Prog- 




ress 


ress 


ress 


ress 


ress 


ress 


Devotion 


81 


390 


106 


14.0 


68.0 


18.0 


Heath and Newton 


10 


199 


128 


3.0 


59.0 


38.0 


Lincoln, Parsons, Sewall 


1 


445 


146 


2.0 


75.0 


24.8 


Pierce 


28 


436 


187 


4.0 


67.0 


29.0 


Runkle and Driscoll 


92 


451 


63 


15.0 


75.0 


.10.0 



Lawrence, Cabot, Longwood 25 228 64 . 8.0 72.0 20.0 

Total 237 2149 694 



190 



School Survey of Brookline 







Rapid 


Nonnal 


Sloir 


Rapid 


Koriiinl 


Slow 


Buildings 


Prog- 


Prog- 


Prog- 


Prog- 


Prog- 


Prog- 






ress 


ress 


ress 


ress 


ress 


ress 


1st Grade 







323 


41 


0.0 


89.0 


11.0 


2nd Grade 




5 


305 


61 


1.5 


82.0 


16.5 


3rd Grade 




10 


234 


77 


3.0 


73.0 


24.0 


4th Grade 




34 


262 


71 


9.0 


71.0 


20.0 


5th Grade 




31 


258 


90 


8.0 


68.0 


24.0 


6th Grade 




28 


212 


91 


88.0 


64.0 


28.0 


7th Grade 




48 


191 


107 


14.0 


55.0 


31.0 


8th Grade 




43 


187 


81 


14.0 


60.0 


26.0 


9th Grade 




'41 


174 


75 


14.0 


60.0 


26.0 


Totals 




240 


2146 


694 


8.0 


69.0 


23.0 


1st Year Hij 


2;h School 


330 


122 


46 


15.0 


61.0 


24.0 


2nd Year High School 


35 


93 


68 


18.0 


47.5 


34.5 


3rd Year High School 


37 


62 


46 


25.5 


42.5 


32.0 


4th Year Hi 


gh School 


9 


59 


29 


9.0 


61.0 


30.0 


Totals 




111 


336 


189 


17.0 


53.0 


30.0 


The data for each school separately are 


given in the Ap 


»pendi? 


Table No. 


9. 


















TABLE NO. 


11. 









Cities Arranged in Order of their Rank According to 

Percentages of Pupils in Elementary Schools who 

Have Made Rapid Progress, Together With 

Schools of BROOKLINE.* 



Cities Percentages 

Amsterdam 30 

Denver 20 

Indianapohs 19 

New Rochelle 19 

Bayonne 18 

Milwaukee 17 

East St. Louis 15 

7. Rockford 15 

8. Muskegon 14 

9. Passaic 14 

10. New Orleans (White) .... 13 

11. Perth Amboy 13 

12. Danbury 12 

* Des Moines 12 

13. EHzabeth 12 

14. Topeka 11 

15. Elmira 10 

*See note under Table 8. 



Cities Percentages 

16. Watertown 10 

* Cleveland 9 

17. Schenectady 9 

18. Montclair 8 

* Brookline 8 

19. Danville 

20. Kenosha 

21. Syracuse 

22. Trenton 

23. Niagara Falls 

24. Plainfield 

25. Reading 

* Altoona 

26. Quincy 4 

27. Hazelton 3 

28. Racine 3 

29. Canton 2 



The School Population 



191 



TABLE NO. 12. 

Cities Arranged in Order of their Rank According to 

Percentages of Pupils in Elementary Schools who 

Have Made Slow Progress, Together with the 

Schools of BROOKLINE* 



10. 
11. 
12. 
13. 
14. 



Cities Percentages 

Amsterdam 21 

Milwaukee 22 

Brookline 23 

Indianapolis 27 

Racine 28 

Rockford 29 

NewRochelle 30 

Danbury 31 

Muskegon 31 

Topeka 31 

Cleveland 32 

Denver 33 

Niagara Falls 34 

Bayonne 35 

New Orleans (White) 38 

East St. Louis 37 

Elmira 37 



Cities Percentages 

Danville 38 

Passaic 38 

Plainfield 38 

Schenectady ... 39 

Syracuse 39 

Elizabeth 40 

21. Watertown 41 

22. Canton 43 

Hazelton 44 

Quincy 44 

Trenton 44 

Montclair 45 

Kenosha 47 

Des Moines 47 

Reading 47 

Altoona 48 

Perth Amboy 49 



15. 
16. 
17. 
18. 
19. 
20. 



24. 
25. 
26. 

27. 

* 

28. 

* 

29. 



*See note under Table 8. 



It is seen in the preceding tables that while but two of the 
34 cities with which comparison can be made have a better record 
than Brookline for per cent of slow progress, nevertheless 18 cities 
have a larger percentage of pupils who make rapid advancement. 
While this record of a small percentage for slow progress is com- 
mendable yet it would seem that the Brookhne schools not only 
require their pupils to pursue a Course of Study one year longer 
than that which is generally in force throughout the country, 
but that they also permit a smaller number of them to make 
more rapid advancement than schools in other cities. Since it is 
probably true that there is a larger proportion of bright children 
in Brookline and children who have superior home advantages 
than in other cities this situation is even more unfavorable than 
the figures taken above indicate. 



192 School Survey of Brookline 

This small percentage of those making slow progress on the 
one hand, and the large percentage of over-age children on the 
other, is to be accounted for by (1) the large percentage entering 
late (33 per cent), (2) the large percentage losing time by ab- 
sences of one-half year or over (14 per cent), and (3) the strongly 
intrenched habit of advancing pupils regularly one year at a 
time irrespective of age or ability. No other city equals Brook- 
line in the percentage of regular progress. While not to be 
strongly commended in any school where selection of pupils of 
peculiar homogeneous traits and needs is not made or where 
wide variation in the Course of Study for individual pupils does 
not occur, uniform and regular progress is not a good thing in 
schools in which there is such variety of entrance ages and where 
the course is longer than the usual one, as is true in BrookUne. 
As conditions are now in Brookline a healthy, normal boy or girl 
who enters the Brookline schools at five and continues regular 
in attendance has about one chance in 20 of making up a year. 

The relative standing of the various elementary school groups 
affords an interesting and profitable study. The schools are 
arranged in the order of their rank in each of the respects studied 
in the following table. 

TABLE NO. 13. 

R:elative Position of Various Groups of Buildings as 

Regards Under Age, Over Age, Rapid Progress, and 

Slow Progress of Pupils. 



' L'luler Age ^ Over Age ^ 

Rank Schools Per Cent Rank Schools Per Cent 

1 Devotion S.5 1 Devotion 50.5 

2 Lawrence, Cabot and 2 Pierce 53.5 

Longwood 5.5 3 Runkle and Driscoll. . . . 55.0 

3 Runkle and Driscoll .... 5.5 4 Lincoln, Parson.s and 

4 Pierce 4.0 Sewall 57.0 

5 Lincoln, Parsons and 5 Lawrence, Cabot and 

Sewall 2.0 Longrsvood 57.0 

6 Heath and Newton 1.0 6 Heath and Newton. . . . 66.0 



The School Population 193 

' Rapid Progress Slow Progress n 

Ratik Schools Per Cent Rank Schools Per Cent 

1 Runkle and Driscoll 15.0 1 Runkle and Driscoll 10.0 

2 Devotion 14.0 2 Devotion 18.0 

3 Lawrence, Cabot and 3 Lawrence, Cabot and 

Longwood 8.0 Longwood 20.0 

4 Pierce 4.0 4 Lincoln, Parsons and 

5 Heath and Newton 3.0 Sewall 25.0 

6 Lincoln, Parsons and 5 Pierce 29.0 

Sewall 2.0 6 Heath and Newton 39.0 

The sum of the ranks is as follows: Devotion, G; Runkle and 
Driscoll, 8; Lawrence, Cabot and Longwood, 13; Pierce, 15; 
Lincoln, Parsons and Sewall, 19; Heath and Newton, 23. 

The unusually high record made by the three highest schools 
as regards slow progress is commended. There is not a single 
city in the group studied that equals the Runkle and Driscoll, 
the Devotion, and the Lawrence, Cabot and Longwood groups 
in their low percentages of people making slow progress. On 
the other hand^ the wide disparity between schools is strikingly 
apparent in these tables. Why should one school group have 
one-fourth as many under-age and four times as many slow-progress 
pupils as another, or 15 times more children making rapid prog- 
ress? The Survey Committee believes that it should be possible 
to bring up the lower standing schools more nearly to schools 
which excel, both as regards rapid progress and slow progress. 

The reasons for this condition of affairs, in addition to what 
has been said above, are to be found in the following: 

(1) The short school day. Pupils are not so long under the 
care of teachers and so there is not so much time to give to the 
attention of indi\'idual pupils, but this is offset, in part at least, 
by the small size of classes. 

(2) The organization of pupils into classes. Classes are not 
organized according to the ability of pupils. The exceptionally 
capable and the mentally deficient are in the same class with 
average pupils, except that in the Lincoln School there is one 
class which is in part of backward pupils. 

(3) Individual instruction upon the part of the regular 
teachers and additional assistance by an unassigned or coaching 



194 School Survey of Brookline 

teacher has not been developed to full efficiency. While there 
are four such teachers, much of their time is devoted to other 
duties. 

Elimination of Pupils from School. 
The Brookline schools hold the children in school to a later 
age than do most schools. Their success in this respect is apparent 
from the tables given on previous pages showing enrollment in 
the various grades and the percentages of under-age, normal-age 
and over-age pupils. Tables Nos. 3 and 7. The distribution of 
the total enrollment by ages given below makes it even more clear. 





TABLE NO. 


14. 








Distribution of Pupils 


BY Age. 


Ages 


Number 




Per Ce 


nt of Total 


5 


230 






6.2 


6 


326 






8.8 


7 


307 






8.3 


8 


309 






8.3 


9 


328 






8.9 


10 


333 






9.0 


11 


345 






9.3 


12 


328 






8.9 


13 


303 






8.2 


14 


235 






6.3 


15 


242 






6.5 


16 


183 






4.9 


17 


152 






4.1 


18 


' 81 






2.2 


19 


22 








20 


6 








21 


1 













Totals 3731 100.0 



The School Population 



195 



TABLE NO. 15. 

The estimated percentages of those entering who are- retained 
to each age are given together with the same figures for Cleveland 
and Salt Lake. 



Continuing 


Per Cent 


Per Cent 


Per Cent 


to Age 


Brookline 


Cleveland 


Salt Lake 


13 


93 


97 


93 


14 


72 


83 


84 


15 


74 


53 


67 


16 


56 


33 


36 


17 


47 


21 


26 


18 


25 


12 


17 


19 


7 


4 


7 


20 


2 


1 


1 


21 










196 



School Survey of Brookline 



TABLE NO. 16. 

Not taking into account repeaters or those coming in from 
outside of Boston, and not including the School of Practical Arts, 
it is estimated that of the total number entering school the follow- 
ing percentage of pupils reach the grades indicated. Similar 
figures are given for Cleveland and Salt Lake. 



Grade 


Bkookline 


Cleveland 


Sail Lake 


V 


100 


99 


100 


VI 


100 


93 


100 


VII 


100 


80 


80 


VIII 


92 


63 


76 


IX 


89 


41 


42 


X 


61 


29 


27 


XI 


61 


21 


18 


XII 


u 


19 


13 


XIII 


30 


19 






BRDOK-LINE 



CLEVELVND 
S'SALT L/KE, 



The School Population 



197 



More pupils left the elementary public schools between June, 
1915, and June, 1916, to go to private schools than to go to work. 
The distribution by Ijuildings and by grades is shown in the follow- 
ing tables: 

TABLE NO. 17. 

Left for Private Schools, 1915-16. 



4) 

< 


o 

-a 
O 


a; 

O 
c5 


-a 
O 

T3 
CO 


c 


•a 

o 

J3 


a 
6 

o 


■a 

a 

a 

.a 


CJ 
O 

■a 

00 


•a 

O 
03 


o3 


5 


1 


















1 


6 


1 


















1 


7 






1 














1 


S 




1 


1 


2 












4 


9 








2 












2 


10 




1 
















1 


11 






1 


1 


1 










3 


12 










1 


3 


2 









13 












3 


1 






4 


14 
















2 


4 


G 


15 














2 


1 


2 


5 


16 






















17 






















Total 


2 


2 


3 


•5 


2 


6 


5 


3 


6 


34 



198 



School Survey of Brookline 



TABLE NO. 18. 
Left for Work, 1915-16. 











a; 






« 










13 



13 


"S 


"^ 


13 


T) 


U 


1 


T3 












Lh 














o 


o 


o 


o 


o 


O 


O 


o 


o 


"d 


M 


■» 


T3 


T! 


J3 


j: 


:5 


j3 


ja 


j: 


o 




"^ 


(N 


CO 


T)< 


LO 


to 


t^ 


CO 


o 


H 



5 






















G 






















7 






















8 






















9 






















10 






















11 






















12 






















13 






















14 














1 


2 




3 


15 








1 


1 




10 


5 




17 


16 












1 


1 


4 


2 


8 


17 


















1 


1 


18 






















Total 








1 


1 


1 


12 


11 


3 


29 



The fact that all pupils but one, who left for work, were from 
the Heath, Lincoln and Pierce Schools, and that those who left 
for private schools were largely from the Driscoll and Runkle 
buildings, and that but one left for either purpose from the Devo- 
tion building reveals significant difference between these schools. 



The School Population 



199 



It is gratifying to note that but three pupils left to work at 14, 
while but three left to go to work lower than the seventh grade. 

This is a very commendable showing. Notwithstanding the 
pupils are over age, they remain in school until later in life and in 
so doing reach higher grades than pupils in most cities. This is 
due in part to the parents, who desire their children to obtain a 
good education, but in just as large or greater measure to the 
schools. In the first place, the superior personalities of the prin- 
cipals and teachers have enabled them to hold the children in 
school with a Course of Study undifferentiated to meet their needs 
and an extra year in length. This is one of the strongest features 
of the Brookline elementary schools. There are few, if any, 
public school systems in which the teaching corps are superior to 
that of Brookline in personality, sympathy, interest and love for 
their pupils and with the power to win and hold them. 

The elimination from the Brookhne High Schools and the 
reasons assigned during the same period are shown in the following 
tables : 



Number Leaving Brookline High School in 1915-16. 



Year 


13 


u 


15 


16 


17 


IS 


19 


20 


21 


22 


Total 


1st 


1 


5 


13 


12 


11 


2 








1 


45 


'2nd 






1 


9 


6 


4 




1 






21 


3rd 






1 


4 


9 


6 


h 


1 






26 


4th 










2 


9 


3 


1 






8 


Total 


1 


5 


1.5 


2.5 


28 


14 


8 


3 




1 


100 



200 School Survey of Brookline 

Reasons for Leaving Brookline High School. 



2 


S 


3 

Is 

> 2 




*3 


•5 


4J (U 

O in 


g 

Z M 


"3 


1 


2S 


8 


5 


1 


1 




2 


45 


2 


10 


5 




1 


1 




4 


21 


3 


10 


7 


3 


1 




■ • 


5 


26 


4 




1 


2 






2 


3 


s 


Total 


48 


21 


10 


3 


2 


2 


14 


100 



Eighty-six per cent of them were over age and had they earher 
in their course been brought up to normal age, over one-half of 
them would have been in their final year. It seems unfortunate 
that while Brookline succeeds in holding a good percentage of 
her pupils to late ages — late enough for high school gradua- 
tion from a 13-year course — she does not succeed in having 
them complete that course. That is the crux of the deficiency; 
Brookline holds her children in school, but she is too content to 
allow over-age pupils to go along making only normal progress. 
The omission of the ninth grade and the organization of a 
Junior High School would help in this respect but would not 
remedy the situation in the lower grades. In order to reach the 
desired efficiency in all departments of the school, it is necessary 
that continuous study be made of the age, abilities, needs and 
progress of each child and that he be allowed to pass upward 
through all the grades from the kindergarten and through the 
high school at that rate which is best for him. At present, 
supervision of this phase of the school seems to be deficient. The 
Survey Committee would recommend the introduction of age- 
progress studies, the assignment of supervision of the progress of 
children to one supervisory officer, as an assistant superintendent, 
and the passing of the requirement that annual report upon this 



The School Population 201 

subject be made to the School Committee and ])e published for 
the information of the town. 



The Attendance Office. 

The attendance office in Brookline is managed by one man 
who gives possibly two-thirds of his time to it. He has no part 
in the taking of the census. His functions are to see that al 
children of school age, except those that are exempt from at- 
tendance on legal grounds, are enrolled in some school, that they 
attend regularly in accordance with the law, and that those who 
do not comply with the law are prosecuted; to issue educational 
and working certificates and to keep in touch with those at work 
and with the conditions under which they work through the means 
that these certificates furnish and, in general, to see that the State 
requirements relating to attendance and employment of children, 
in so far as the school is involved, are carried out. 

Taking into account the limitations under which the attend- 
ance work is performed, it is well done. The School Committee 
may, however, in the opinion of the Survey Committee, promote 
the efficiency of the service in a number of ways. In the first 
place, the attendance officer should be allowed to give his entire 
time to this work and to that of assistance in the enforcement of 
laws and regulations pertaining to contagious diseases. He has 
not been able to check up the enrollment of those on the census 
books in a thoroughgoing fashion, although he has given atten- 
tion in this respect to that portion of the town surrounding the 
Village, where it seems the more serious violations of the law are 
most apt to occur. The new forms of record required by the State 
are well adapted to the purposes for which they are intended, but 
their maintenance will require considerable time. The duties 
connected with the stock room and the delivery of supplies to 
schools, etc., now required of the attendance officer should be 
transferred to the clerk having charge of school property. 

In the second place, the taking of the census should be per- 
formed by the attendance officer with the assistance of the prin- 
cipals and teachers. If the census is taken by some one outside 



202 School Survey of Brookline 

the school, there is a certain amount of knowledge of conditions 
which the school needs and does not get. The irregular increases 
in the number in the census lists from year to year, as compared 
with -the regular increases in enrollment, suggest that some 
children of school age have been missed. 

The census taken by the school authorities should be a con- 
tinuing census, and the individual record file should always be 
kept up to date. The State census in April of each year may then 
be taken from the card file. Principals, with the assistance of 
teachers and pupils, should be expected to keep in close touch with 
the coming into their districts and with the removal from them of 
children of school age. At least one of the principals does this 
now, and the Survey Committee believes that it is a factor in the 
superior record made by the pupils of this school in progress, 
small number of withdrawals, and attendance. Any change 
should be at once reported to the central office on a form provided 
for that purpose. The attendance officer should give attention 
to this phase of the work, also, supplementing the work of the 
principals, teachers and pupils. 

At least once during the year the continuing census should be 
checked for omissions and inaccuracies by a house-to-house can- 
vass, not necessarily, however, by house-to-house visitation. By 
a detailed mapping of the various parts of the town, as is done in 
the assessors' office, and by the use of floor plans of apartment 
houses, principals and teachers, with their present acquaintance 
with the families, can, by utilizing the knowledge of the older and 
more reliable pupils, make an accurate census with relatively 
little visitation. It would be a cUstinct gain to the schools, how- 
ever, if such visits were made even when not absolutely necessary. 

The attendance office may be so developed that it will 
render considerable assistance to the school in the vocational 
guidance of its former pupils and in the educational guidance of 
children within the school. The obligation of the school does not 
cease when the pupil leaves school. It should seek to render him 
such help as is within its power in finding out the Jcind of a position 
to which he is well adapted, and to see that conditions are favor- 
able to him in his work. The attendance office may thus be made 



The School Population 203 

an agency for obtaining much valual)le information, and the 
knowledge gained should be put in available form for the considera- 
tion of the other school authorities. The School Committee may 
well foster such co-operation. 

Records and Reports. 

There is a striking lack of records and reports in the public 
school system of Brookline, and a large proportion of those that 
exist have been introduced upon the initiative of some principal 
or copied from another principal, and are not necessarily or, in 
fact, in general use throughout the system as a whole. The 
attendance register required by the State of Massachusetts, the 
monthly report relating to attendance, and the annual report on 
promotions and health record cards constitute practically all the 
regular official forms of records and reports pertaining to pupils. 
There are no forms for keeping account of pupils' monthly, or 
even annual, ratings in their studies. In the grades individual 
teachers keep such records as they choose and in such form as 
they please, but they are not preserved beyond the end of the 
year. The report on promotion, a copy of which is retained in 
the principal's office, is the only official permanent pupil record. 
The so-called ''blue card" has also been used in several buildings 
by principals. It is a fairly good form of cumulative individual 
record of the pupil's progress. There is no general form of 
monthly or quarterly report to parents, but a few of the principals 
have devised reports of their own. These tell in a general way of 
the pupil's work. 

By no means enough information about the high school and 
the pupils is being recorded, systematically accumulated, and 
periodically analyzed and reported in statistical form. The 
statistical information about the high school presented annually 
in the report of the School Committee is of very limited scope. 
The fact of meager records is also illustrated by the incident that 
an age-grade table of the high school pupils was made up for the 
first time at the request of a member of the Survey Committee. 

The financial accounting, while accurate, is crude, inadequate, 
and of practically no value in determining efficiencies of costs. 



204 School Survey of Brookline 

Much of the small amount of time given to it in the Superintend- 
ent's office is wasted. All bills for supplies are copied in detail 
when the requirement of a duplicate bill would serve every pur- 
pose, but a proper system of accounting would obviate the need of 
it, since there is always the original l)ill in the city accountant's 
oflEice. Similar waste appears in duplicating month after month 
opposite each teacher's name the amount of salary paid. These 
books should be dispensed with and the labor spent upon them 
turned to more useful account. 

The budget system also needs revision. It is accurate and 
reliable, and affords a means of knowing from month to month 
through the monthly reports from the town accountant the exact 
status of the finances, but it needs to be reorganized in order to 
make it an efficient instrument for intelligent control. 

Records in the field of equipment and supplies are as indefinite 
as in the fields mentioned above. The "stock room " in the Super- 
intendent's office has an accounting system which, though simple, 
is accurate, when fully carried out. But there is no accounting 
between principals and the Superintendent's office for the supplies 
and textbooks given them, although the principals send in annually 
a statement of stock on hand. A few of the principals have more or 
less satisfactory accounting schemes between themselves and in- 
dividual teachers, but again wholly upon their own initiative and 
with continuance dependent solely upon their own pleasure. 

School administration, in common with business and indus- 
trial administration, has passed beyond the point of unsystematic 
management based upon mere opinion. Records and reports are 
an essential part of efficient management. In the installation of a 
system of records and reports their relative value in the determina- 
tion of efficiencies should be a fundamental consideration, and no 
data should be required which are not utilized in efficiency studies, 
the benefits of which are brought to pupils, teachers, principals, 
supervisors. Superintendent, the School Committee or the people. 
Many of the forms should be uniform, and be used throughout the 
system. The comparison of the facts revealed in different build- 
ings and classrooms should furnish the basis of discussion in 
principals' and teachers' meetings and in the development of 



The School Population 205 

plans and standards. The forms should 1x3 so arranged as to 
require a minimum of time in filling out, and the results of the 
study should always be immediately available to any person in the 
schools who may have occasion to use them. 

The number of records, the kinds and their exact forms can 
best be determined by a permanent expert upon the ground, for, 
while there are certain definite principles and rules governing 
forms of records, the best records are those adapted to local 
conditions. There are, however, certain forms pertaining to 
pupils which have come into general use among cities with the 
purpose in mind that the records may go with the pupil from city 
to city and fit in as component parts of each record system. 

The following, at least, are needed: 

1. Pupil records: (a) Permanent record of quality of work 
done in each subject or activity, (b) Progress of pupils through 
the grades, (c) Failure in each study, (c/) Withdrawal from 
school, (e) Location of each child of school age in school, public 
or private. 

2. Finances: (a) The accounting system should be re- 
organized so as to permit a distribution of expenses in accordance 
with the classification of the national Office of Education and the 
National Education Association, which is followed in most cities. 
The books should be kept in the office of the Superintendent of 
Schools by a competent clerk, or if kept elsewhere the city Super- 
intendent's office should be able to control absolutely the classi- 
fication of the items when entered upon the books. Ledger 
accounts should be kept for each school and each activity. The 
detailed items may, however, be kept in lead pencil memorandum 
form and destroyed after the totals for each month have been 
balanced and record made of them in ink. This expedient has 
been found practicable in a number of cities and saves not only 
a great deal of time, but also avoids the accumulation of a large 
number of old account books. 

(b) The budget and the monthly and annual financial reports 
should be revised so as to be in accord with the national system 
of school accounting. This would require a distribution of items 
first among each type of school as elementary, secondary, etc., 



206 School Survey of Brookline 

divided into such subheads as desired, and second (appearing 
as heads of columns to the right of the column for schools) among 
the general classification of expense as general control, instruction, 
operation of plant, maintenance of plant, etc. In the preparation 
of the budget estimates should be made in detail and based upon 
the costs of the year closing, and showing the reasons for any 
change, in accordance with the best practice in city governments. 



CHAPTER VI. 
PROVISIONS FOR SAFEGUARDING HEALTH. 

The schools of the United States have been slow to adjust 
their curriculum of studies to the changed needs of the pupils and 
the community. Pupils do not now, as formerly, go to school 
three months in the winter to learn to read, write and cipher, 
securing their vocational skill and bodily power during the other 
nine months. They go to school nine months and are idle the 
other three months because the opportunities for securing voca- 
tional skill and bodily endurance have been taken away from them 
with the removal of industry from the home. The school must 
accept the new conditions of this industrial age and provide ade- 
quate opportunity for bodilj^ exercise related to vocational skill 
and for the fundamental bodily exercises which are related to 
health. 

The health needs of school pupils may be stated as follows: 

1. A healthful environment in home, school and community. 

2. A careful health examination which would include medical 
inspection, a mental examination, a physical examination. 

3. Instruction in personal health laws and regulations. 

4. Equipment. 

5. Regulated physical activity. 

I. Environment for Activity. 
Elementary Schools. 

In this Survey the elementary schools studied were the 
Edward Devotion, the Heath, the Lawrence, the Lincoln, the 
Pierce and the Runkle. 

Edward Devotion School. The pla3'ground of this school was 
found to be adequate fo play purposes. The gymnasium is 36 
feet by 72 feet with a moderate equipment consisting of a horse, a 
buck, stall bars, vaulting box and boom. Six baths and 12 

207 



208 School Survey of Brookline 

dressing rooms are supplied for the boys and an equal number for 
the girls. So far as the writer could learn, these baths had been 
installed for three years, but had never been used as a regular 
part of the physical training program. 

Heath School. A splendid play field of approximately seven 
acres adjoining the school is available for play purposes. In the 
school building the thermostats had not been working for two 
weeks. This error in environment could easily have been avoided. 
The gymnasium has a comparatively low ceiling, about 14 feet to 
18 feet, with an air duct under the middle of the ceiling. This 
reduces the height to such an extent as to interfere with many 
types of valuable exercise, particularly in the line of games. 
Nine baths for boys and nine for girls Avith 12 dressing rooms were 
in use, with an attendant to look after them. These baths were 
used by eighth and ninth-grade pupils after gymnasium work. 
Twenty-five minutes after class was allowed for bathing, which is 
ample time. The soap and towels were furnished free. 

Lawrence School. At this school the adjacent park available 
for playground purposes is ample. The gymnasium is very small, 
about 27 feet Ijy 38 feet, with a low ceiling not over eight feet in 
height, supported by a number of posts. The gymnasium had been 
made in the space formerly devoted to coal bins. This effort to 
provide appropriate physical training shows commendable enter- 
prise, but it falls far short of actual needs. 

The room was clean, but entirely inadequate in size, in height 
of ceiling and in ventilation. There is urgent need for a better 
gymnasium if this school is to be continued in use as a grammar 
school. 

Lincoln School. The Lincoln School has no adequate play 
field. Some use is made of the Boylston Primary School field 
across the street. The gymnasium is too small. This large 
school is greatly in need of better facilities for physical training 
than it now has. 

Pierce School. This school has no suitable playground. The 
children are literally compelled to break the law if they desire to 
play ball around the school building. On the small playground the 
writer saw a trespass sign which admonished the children not to 



Provisions for Safeguarding Health 209 

play on the school grounds after school hours. The ground 
opposite the Pierce School might serve admirably for plaj'ground 
purposes if the Bethany Church building and a number of old 
houses, some of them vacant, were removed. 

The gymnasium consists of a room 27 feet by 57 feet with 
two large pillars which really convert it into two small rooms. The 
ventilation was found to be bad. The janitor stated that he did 
not ordinarily use the fans. Upon examination it was found 
that the air was pumped from the street level, where much dust 
and dirt accumulate, and was forced over the top of the boiler, 
wher(» any gas that might escape from the fire box would come 
up into the air duct entering the schoolroom after passing over 
the top of the boilers and their covering of soot and dust. This 
condition should be remedied by a separation of the bottom of the 
duct from the top of the boiler space and by protecting the air 
supply from outside contamination. 

Runkle School. This school has the use of the Beacon play 
field, which is ample in size, but so far from the building that the 
children cannot use it for out-of-door exercise during the school 
periods. 

The gymnanum is 32 feet by 72 feet, with a height of about 
11 feet, which is too low for many types of exercise. The minimum 
gymnasium height should be 18 feet. The window space is inade- 
quate. There are six small basement windows, roughly, two by 
two feet, and five of medium size, about two by five feet. There 
are four posts in the gymnasium which interfere with its effective 
use. The gymnasium is equipped with stall bars, ropes, boom and 
vaulting box. It has no bathing equipment. The floor is of rough 
concrete, difficult to keep free from dust. 

Junior High School. 

The building of a Junior High School with adequate equip- 
ment for the upper grammar grades would make possible the use 
of the present equipment in the best schools for a period of years 
for the elementary grades. The pupils in upper grammar grades 
urgently need an all-round equipment of play fields, gymnasiums 
and baths which will furnish an adequate environment for activity. 



210 School Survey of Brookline 

This should be a fundamental consideration in planning the new 
building, should the Junior High School plan be adopted. It is 
obvious that under this plan adequate facilities could be provided 
at a moderate per capita cost and the instruction could be of the 
very best without being unduly expensive. Then, too, greater 
enthusiasm for physical exercise can be developed where boys and 
girls can be handled in fairly large groups. 

High School. 

Girls. The girls have no playground. The common, which 
is used as a playground, seems to be entirely monopolized by the 
boys. A play field for the girls might be arranged back of the 
high school gymnasium if properly screened by hedges. Girls 
have as urgent need for play space as have boys. 

The high school classes use the Brookline Public Gymnasium. 
Apparently no arrangement is made to use the baths. The larger 
proportion of the boys and girls are said to use the swimming pool 
outside of school hours. The gymnasium for girls is 35 feet by 75 
feet. At the date of this study it was in use on Monday, Wednes- 
day and Friday from 8.30 to 1.30. It might have been used on 
Tuesday and Thursday from 8.30 to 10.00 and from 12.00 to 1.30. 
The equipment is limited. It consists of 27 stall bars, one ladder, 
nine ropes, eight traveling rings, six rope ladders, two sets of flying 
r;ngs, one hoi;se, one vaulting box and mats sufficient for this 
apparatus. There was also an equipment of Indian clubs and 
dumb-bells. 

The girls' gymnasium is three flights from the street. In 
connection with this gymnasium a rest room is urgently needed. 
The showers are very badly arranged, a portion of them being 
on each of three floors. There are 10 of these showers distributed 
in five different shower rooms. Some 200 lockers are also scat- 
tered on the second and third floors in five different rooms. Ade- 
quate supervision of bathing and dressing is practically impossible 
under such conditions, without great expense. The baths are 
scarcely used at all by the girls. The attendant stated that not 
more than 12 girls per day use the baths. In order to use them 
at all it was necessary for the teacher to excuse the girls from a 



Provisions for Safeguarding Health 211 

portion of the gymnasium class, as the time was not sufficient 
for both suitable exercise and bathing. 

Boys. The play field on the common is adequate for the 
present activities of the boys, considering the present size of the 
school. Additional vacant land should be secured back of the 
school building for use both by boys and girls. 

The gymnasium used by the boys is a large, well-equipped 
room, 71 feet by 101 feet. It is thoroughly equipped with light 
and heavy apparatus. The bathing equipment available for the 
boys is poor and is located in a cold room. The heat in the locker 
room was also insufficient. The shower room contains four 
showers and two toilets. The toilets might better be removed 
to another room and eight or 10 additional showers installed in 
the present shower room, unless arrangements can be made to 
use the locker room and baths which are reserved for municipal 
work. It seems extravagant to have a large locker room and 
well-equipped baths left unused during the school day. The 
municipal locker room is well equipped with lockers, dressing 
rooms and showers. At the time of this study the gymnasium 
was in use from 8.30 to 1.30 on Monday, Wednesday and Friday, 
and from 12.45 to 1.30 on Thursday. It might have been used 
from 8.30 to 10.00 on Tuesday and Thursday and from 12.45 
to 1.30 on Tuesday. These hours were not utilized, apparently, 
because of inabiUty to put them into the schedule of the school. 

The impression made upon the examiner was that an ad- 
ministrative failure had been made to use adequately for high 
school boys and girls the locker room, shower baths and s\vim- 
ming pool advantages in the municipal plant. In the changes 
that were in progress, consisting of the addition of public showers 
and improvements in the swimming pool, no arrangement was 
apparently made for the use of this equipment during the school 
day by school pupils. A basketball cage of 24 feet by 75 feet was 
apparently little used. With some rearrangements the equip- 
ment might be used very much more largely during the school 
day. 

The minimum equipment for baths based on 50 pupils in a 
class should be: 



212 School Survey of Brookline 

(o) Boys. Where, for moral and hygienic reasons, an open 
room is used, one shower is needed for each five boys if individual 
control is used, and one for seven boys if multiple control is used. 
Multiple control is recommended because it saves time, water 
and space. The space for each shower should be 24 square feet. 
This gives adequate room for drying in the shower room. 

(b) Girls. Closed shower baths for girls should be 3 feet 
3 inches by 3 feet, and have one shower for each three girls if 
individual control is used, or one shower for each five girls if 
multiple control is used. Multiple control is recommended, where 
one attendant regulates all the showers. 

Dressing Rooms. 

Boys and girls should be supplied either with individual 
lockers 12 inches by 12 feet by 36 inches, which with the aisle 
space would require eight square feet per pupil, or with box 
lockers 6 inches b}^ 12 inches by 36 inches for the storage of 
gymnasium clothing. These require two and one-half square 
feet per pupil for the locker and the aisle. Under these condi- 
tions enough of the larger lockers should be supplied for two 
classes. In the girls' dressing room booths sufficient for two 
groups of girls, one dressing and the other undressing, should 
be supplied. These need to be 2 feet 10 inches by 4 feet. . 

A dministration. 

The class room schedule should be arranged to permit each 
child in the high school and grammar grades or Junior High School 
to have in addition to the recess at least 40 minutes of vigorous 
exercise twice each week, with 20 additional minutes allowed for 
bathing. The schedule for the lower grades should arrange for 
the recess period, for two 30-minute periods of gymnastics or 
play per week and for three daily periods of exercise of four 
minutes each. The present class schedule prevents the use of 
the plant in ways which are largely related to organic vigor'. 



Provisions for Safeguarding Health 213 

II. Medical and Physical Examination. 

Elementary Schools. 

There is urgent need of better correlation of the medical 
and physical examinations in the elementary schools. Much 
good work is wasted because of poor methods in recording results. 
At the date of this study it was not possible to follow the health 
record of an individual child from grade to grade, nor was it possible 
for the Physical Training teachers without adequate health records 
to do their best work on individual children. In a number of 
the schools records were kept in books instead of on cards and, 
therefore, the child's record could not readily be transferred from 
room to room or from school to school. The value of health 
records consists chiefly in the help they may give to the regular 
teacher or to the teacher of Physical Training. In the Pierce 
School the principal had some very interesting private records 
by means of which she was following up the children in an effective 
way. Height and weight, however, were not recorded, as they 
should have been both in the spring and fall. In some schools 
the height and weight are taken once per year. The writer 
found no available annual report of either medical inspection or 
physical examination of children. Apparently no records were 
kept except of cases serious enough to report to the physician. 
This means, of course, that no permanent record was kept which 
in the case of a given child would show improvement or decrease 
of health. 

Properly arranged health records should be available for 
the use of the teachers of Physical Training and the room teachers 
as well. Children with defects bad enough to need the immediate 
attention of the family physician were apparently looked after 
carefully. 

High Schools. 

In the high schools better records were available than in 
the elementary schools. Dr. Bond was evidently giving the 
girls a careful examination. It is unfortunate that enough of her 
time could not be secured for more rapid examination of the 



214 School Survey of Brookline 

pupils. The records show that no Physical Training exercise 
was taken before December 6. The time given by the examiner 
averaged about two hours per day on only 25 out of the 50 avail- 
able days. This means that equipment which should have been 
fully used was largely unused until December 6, and that the 
teachers of Physical Training gave no regular instruction during 
this time. Arrangements should be made to complete the ex- 
aminations more rapidly and to start the girls earher in healthful 
activities. It is true, of course, this year that the school opened 
later than usual owing to the epidemic of infantile paralysis. 
It is, nevertheless, true that this year there was an unfortunate 
waste of good equipment through lack of use- and an equally 
costly expenditure for teachers who could not teach because of poor 
administration of the medical examinations. The essential needs 
in medical and physical examination of the pupils are, first, the 
keeping of careful records; second, the making of those records 
available for use by the regular and Physical Training teachers 
in whose classes these pupils are working. These essential 
needs have not been adequately met. The health records for 
the entire city need careful revision. 

III. Instruction. 

Elementary Schools. 

The health activities provided both in the elementary and 
high schools are entirely inadequate for the health needs of the 
pupils. In the elementary schools the pupils have 75 minutes 
per week for exercise, a portion of this, depending upon the 
equipment, in the gymnasium, the rest in the classroom. Ex- 
ercises to correct bad postures due to the school desks and the 
sedentary habits of the children are of great importance and 
the teachers were found to be giving excellent corrective exercises. 
The time in the schedule devoted to health activities, however, 
was entirely too small to do much more than this. But the 
children need to develop organic vigor as well as good posture. 
The time allowed was not adequate for securing these results. 
Except in some of the classes in the Heath School the need of the 
bath for tonic purposes following exercise is not yet clearly recog- 
nized in arranging the Brookline class schedules. 



Provisions for Safeguarding Health 215 

Miss Barnes, the director of Physical Education, and the 
other teachers should be commended for the excellent work which 
has been done under poor administrative conditions. The work 
accomplished in corrective gymnastics deserves special praise. 
This section of the work should be increased for children in the 
elementary schools. 

The High School. 

The high school schedule offers for the girls 20 minutes of 
exercise twice per week without opportunity for a bath. They 
should have adequate time for \agorous exercise followed by a 
bath. This would mean as a minimum not less than an hour 
two times per week, one hour and 20 minutes would be better 
still. The question often arises whether it is possible to provide 
adequate time in the schedule. The question should rather be 
raised whether the schedule is more important than the pupils' 
health and whether the present school day is not too short. 

The boys have two periods per week for Physical Training 
without the opportunity of bathing. Opportunity should be 
given for at least two periods per week, of an hour each, for exercise 
and bathing. 

IV. Supervision. 

The work assigned to the Examiner did not include a survey 
of the work of the public gymnasium and baths. A general 
study of the administrative problems in health activities of the 
town as a whole should be made. The general impression made 
upon the examiner was that a lack of correlation must necessarily 
exist under present conditions. He found that the town was 
paying $7675 for instruction in the municipal gymnasium and 
bath; $2800 to the director, Mr. Samuel K. Mason; $1400 to Mr. 
C. P. Cameron; $1100 to Miss ]\Iary V. McGrath; $1650 to Mr. 
R. J. McCormick and $725 to ]\Iiss Clapp. This does not include 
the salaries for supervision of $1800 for Mr. Rich; $1100 for j\Ir. 
Murphy and $900 for Mr. Allen. A similar examination showed 
the salaries of the Physical Training teachers as follows: IMiss 
Bessie L. Barnes, $2300; Miss Toby (three days), $750; Miss 



216 School Survey of Brookline 

Herrn, $800; Mr. Delehanty, $1650; total, $5500. The total 
instruction cost for the town is $13,175. 

The latest report of the municipal gymnasium shows a total 
attendance at the gymnasium classes of 30,505. The attendance 
of the high school and Practical Arts pupils at this gjTnnasium 
would total for the year approximately 50,000, with all pupils 
attending twice per week as per schedule (see also Municipal 
Gymnasium Report for 1915, where the estimate is 49,000). 
A total of 11,634 boys and girls were in attendance at the 12 
municipal classes arranged for them, as compared with a total 
attendance of 50,000 in the 32 high school and Practical Arts 
classes. The latest school report gives 4470 pupils enrolled in 
the Brookline schools. The expenditure of $5500 for instruction 
in physical education allow- for an expenditure of $1.23 per school 
pupil per year. The school report states that there are 188 ses- 
sions. The present cost per day per pupil for instruction in 
health activities is, therefore, less than one cent. 

The latest Municipal Gymnasium Report shows a net ex- 
penditure of $19,146.73, with a total of baths for the year of 
82,870 and a total gymnasium attendance of 30,505 or a total 
unit use of the natatorium and gymnasium of 113,375. The 
unit cost under these conditions would be approximately 17 
cents per bath or per gymnasium attendance. It appears that the 
money expended for the adults is proportionately larger than 
for children, though the needs of the children are greater than for 
the adults. This information is based upon a careful study of 
the reports of both the School Committee, and the Gymnasium 
and Baths Committee. The. recommendations given below call 
for an increase of a little more than twice the present instruction 
in physical education. This would increase the cost to some- 
where between $1.50 and $2 per school pupil per year, or a little 
more than two cents per day per pupil. This seems a relatively 
small expenditure as compared with the cost of the baths and 
gymnasium for the adults. 



Provisions for Safeguarding Health 217 

Health Work in the Brookline Schools. 
How the Work Started. 

Medical inspection in Brookline is very nearly a quarter 
of a century old. Twenty-three years ago, under the direction of 
the Board of Health, physicians were appointed for the purpose 
of inspecting all children in the public schools in order to detect 
cases of contagious diseases, and by ordering their immediate 
removal prevent the growth and spread of epidemics. From 
the very first the value of this inspection was amply demonstrated. 
The annual number of cases of measles, whooping cough, scarlet 
fever, and the like, notably diminished and school attendance 
records showed corresponding improvement. 

In 1906 a State law was passed requiring medical inspection 
work to be carried on by school authorities rather than by the 
Board of Health. In accordance with this law the work already 
established was taken over by the Brookline School Committee. 
Dr. H. Lincoln Chase, agent of the Board of Health, was appointed 
chief medical inspector and most of the physicians formerly 
employed in that work were retained in the services of the School 
Committee. Of the 11 medical inspectors now in service six 
had the privilege of co-operating with Dr. Chase in establish- 
ing medical inspection of schools under the direction of the school 
authorities. These pioneers are Doctors Hastings, Williams, 
Blanchard, C. S. Francis, Cutts, and Kittredge. 

In the first year under the working of the new law inspectors 
had as their main task .the detection of contagious diseases. In 
addition, specialists were employed to examine the eyes, teeth, 
ears, nose, and throat of each child in the Pierce School. For 
the following six years this plan of employing physicians for 
general inspection and specialists for different parts of the physical 
examination was followed; but in June, 1912, the School Board 
voted to do away with the services of specialists in teeth, ears, 
nose, and throat and to assign their duties to the regular medical 
inspectors on the staff. In 1913 Dr. Chase resigned and Dr. 
Hastings was appointed in his place. During the years from 
1907 through 1913 each annual report of the School Committee 



218 School Survey of Brookline 

carried with it a very careful and detailed report of the physical 
examinations made under the direction of the Medical Inspection 
Department. Since 1913 these annual health reports have been 
omitted. 

Such is the basis upon which the present system of medical 
inspection stands, and in the light of which it must be studied. 
Apparently, if one can judge from a careful reading of the early 
reports, medical inspection in Brookhne was once a live and active 
institution. Keen and vigorous interest was felt by members 
of the medical inspection staff. Careful examinations were made 
by specialists in their various fields. Records obtained with one 
group of children were compared with those obtained during 
previous years or with other groups of children. Physical records 
were compared with records of school standing. Attention was 
given to the effect of poor eyesight, defective hearing, or adenoids 
upon backwardness in school subjects. Public lectures were 
held for the purpose of explaining to parents and teachers the 
importance of the various physical defects noted and the means 
of remedying them. A fresh air class was established. School 
lunches were urged. Attention was paid to the humidity of 
classrooms. Posture work carried on by the Physical Training 
Department was encouraged. A system of uniform records was 
established and directions devised for their use so that all nota- 
tions should mean the same thing to every doctor. Constant 
emphasis was laid upon the importance of follow-up work. The 
services of one school nurse were secured and those of another 
asked for. All of these things are showh in the printed record 
of the annual reports. How carefully the work was done one 
cannot say, but there is ample evidence at least that medical 
inspection was carried on earnestly and consistently by a corps 
of united workers under able leadership. Let us now turn to the 
consideration of conditions as we find them during the present 
school year. 

Legal Provision for Medical Inspection. 

According to the State law physicians employed by the 
School Committee must be ready to examine children who apply 



Provisions for Safeguarding Health 219 

for health certificates; inspect for contagious diseases; examine 
children who have been absent from school before allowing them 
to return to their classes; make careful yearly physical examina- 
tions; send notices of disabilities to parents or guardians, and 
keep careful records of the results of physical examinations. 
Tests of sight and hearing are made according to law by the 
individual school teacher. 

The Staff. 

As at present constituted the medical inspection staff for the 
public schools of Brookline consists of one chief medical inspector, 
eight men physicians, two women physicians, and one nurse. 
Seven of the men and one of the women are assigned to work in 
the public schools, one man acts as inspector for the parochial 
school, and one woman makes the annual physical examination 
of high school girls, but is' not listed in the school directory as a 
member of the medical inspection staff. Medical inspection work 
is carried on under the direction of the School Committee. In 
adcUtion there is a dental clinic established this year which, ac- 
cording to State law, is carried on by the local Board of Health. 
It is, however, located in one of the pubhc school buildings and 
is intended to serve pubhc and parochial school children. 

The medical inspection staff shows wide variation in interest 
and ability. Several of the members are distinctly above the 
average for positions of this kind and four in particular would 
more properly be classed as specialists than as general practi- 
tioners. Brookline is particularly fortunate in being able to hold 
them on her public school staff. 

The Folic of Laissez Faire. 

In studying a system of public school medical inspection 
the first questions which one asks are, "How well is the staff organ- 
ized?" "Is there hearty co-operation between its members?'' 
"Does every inspector share with the others a common interest 
and a common aim?" In the Brookline system at present there 
is no apparent evidence of such uniformity. Each inspector 
goes about his work with little or no reference to the work being 



220 School Survey of Brookline 

carried on by others. The chief medical inspector quite frankly 
states that he prefers to leave his associates entirely free in the 
matter of working and planning. Each inspector chooses his own 
hours for work. He decides which defects he will look for and 
how he will record them. With the exception of an emergency 
period, such as this fall when the poliomyelitis epidemic was at 
its height, there is no uniformity of attack by all of the physicians 
upon any one defect or disease. One physician makes a specialty 
of pretubercular cases; another is especially interested in condi- 
tions of the heart, and a third pays particular attention to con- 
ditions of the feet and back. 

The work is characterized by absence of rules and differences 
in interpretation of such rules as do exist. Physicians very rarely 
meet together officially to talk over their work; in fact, some of 
those more recently appointed to the staff were unable to tell 
who the other members were. Each member of the staff is prac- 
tically an isolated agent, who apportions his time, plans his work, 
and keeps his records without reference to any outside source. 

An Interview. 

The effectiveness of any line of work can often be fairly judged 
by noting the attitude of those who administer it. Personal 
interviews with members of the medical inspection staff revealed 
wide differences in attitude, which must necessarily result in 
gi'eat diversity of service. Here follows a verbatim report of 
one interview with a Brookline school physician. It is from notes 
taken at the time, and only those changes made which serve to 
conceal the identity of the physician quoted. 

Notes on Interview with a Brookline Public School Physician. 

Regards State requirement of eye and ear tests as "ridiculous 
procedure" but "teachers do it probably as well as anybody 
could." Annual physical examination is "no use — gathering 
an immense amount of statistics which are of no use to anybody." 

Thinks doctors should do daily inspection. "Teachers do 
it as well as anybody else, but aren't trained for it and shouldn't 
be allowed to." 



Provisions for Safeguarding Health 221 

"Well-to-do children don't need medical inspection." 

Doesn't see any good in a school nurse, except when she acts 
as a messenger to take children to clinics or run other errands. 
Doesn't think that either nurse or teacher should take the place 
of doctor. Nurse should never be on her own initiative — should 
always be under doctor's orders. Is first heutenant, but never 
captain. Nurse may be and often is perfectly capable of making 
inspections and yearly examinations, but shouldn't be allowed 
to do so, since such work does not belong to her field. 

Has no desire for any assistance. Does not want to be re- 
lieved of responsibility. 

Does not beheve in school lunches, but does believe in a 
charity fund for poor children. Believes regular lunch furnished 
at cost by school is nonsense. 

Does not believe in adjustable furniture. Doesn't beheve 
that children can get spines injured by the few hours they spend 
in school. School really corrects bad habits children secure 
outside. "Teachers keep after them all the time, making them 
sit up straight, and that's what they need — not desks and chairs 
made so that they have to sit up straight in spite of themselves. 
What they need is training in will power." 

Doesn't believe in systems of ventilation. Most of the talk 
about it is nonsense. 

Doesn't think a Uttle bit of leaking gas does any particular 
harm. 

There is no particular point in trying to find out what gives 
children colds. " They just have them and have to get over them. 
Sometimes we find a whole room peppered with coughing. That's 
not our fault. We can't do anything about it. It's the parents' 
fault if they send children to school sick." 

This conversation is reproduced here because it illustrates 
what may happen when supervision is removed and no responsi- 
bihty is felt towards leader or coworkers. The opinions here 
expressed are not typical of BrookUne school doctors. It is 
the belief of the writer that were medical inspection in BrookUne 
a group instead of an individual activity, were conferences held 
and reports compared, such an interview would be impossible. 



222 School Survey of Brookline 

The scientific interest and social attitude of at least four of the 
existing staff would force every member to regard health work 
in the public schools as worthy of careful and serious approach. 

Inspection for Contagious Diseases. 

During the first decade medical inspection in Brookline was 
confined almost entirely to inspection for contagious diseases, 
and even today a large part of the medical inspectors' time is 
spent at this work. Each inspector aims to make at least two 
visits a Aveek to the schools under his care. Each physician has 
a different method of carrying on this form of inspection. Thej^ 
are supposed to examine all children who have been absent from 
school and have just returned and also to look at any children in 
the school who may be exhibiting symptoms of illness and have 
not yet been sent home. Physicians agree that the}' verj^ rarely 
find a case of contagious disease within the schoolroom. Msits 
are made only two mornings out of the five and the doctor usually 
does not arrive until school has been in session at least half an 
hour. As a result, any child who is ill is almost sure to be noted 
by the teacher before the doctor can be consulted and is usually 
sent home at once. 

On his morning visit the doctor enters the room, says "Good 
morning" to the teacher and, standing in front of the room, runs 
his eyes quickly over the 40 children there assembled. Turn- 
ing to the teacher he says, "Has any one been absent?" If one 
or two children have just returned to school they are usually 
called to the front and the doctor asks them what was the matter 
and whether they feel all right now. This describes the best 
form of morning examination seen during a period of serious 
epidemic. In several cases, although the Survey \asitor was 
present and the object of her visit was known, the doctor forgot 
to ask for any absentees, and, after chatting pleasantly with the 
teacher, left the room without apparently having looked at any 
of the children. 

So far as the actual detection of cases of contagious disease 
goes, these morning inspection visits are of practically no value, 
since, as has already been explained and is frankly stated by the 



Provisions for Safeguarding Health 223 

physicians themselves, children who are ill are almost universally 
found and sent home before the doctor arrives. Any value which 
these visits have probably comes from the fact that children 
and teachers are reminded every few days of the importance of 
keeping well and being on the alert for signs of contagious disease. 
The presence of the doctor gives the teacher a feeling of confidence 
which she might not otherwise have. It is, however, seriously 
open to question w^hether the time of these highly skilled physicians 
is best employed in such service. 

Examination for Physical Defects. 

Under the regulations of the State law every child in the 
pubUc school must be examined at least once a year in order to 
ascertain whether he suffers from physical defects which may 
interfere with his taking full advantage of the public education 
offered him. The law also provides that not only must these 
yearly examinations be made, but record must be kept of defects 
found and notices sent to parents. Each medical inspector in 
Brookline chooses a different plan for making his yearly examina- 
tion. Some give attention to little more than teeth and throat, 
while others have elaborate schedules w^iich they carefully fill 
out in the case of every child. In many cases observed, defects 
noticeable at first glance were passed over \\dthout comment. 
Bent shoulders, crooked backs, or fallen arches, for example, were 
rarely noted. Perhaps the single item most neglected is the 
matter or mouth breathing. In one class of 40 children 13 
were counted who breathed through their mouths and bore the 
external signs of adenoids. Yet the medical inspector standing 
in front of the room commented upon the excellent appearance 
of the children. Other inspectors explained that since digital 
examinations for adenoids are out of the question in school work, 
it is a waste of time to pay attention even to the most pronounced 
cases of mouth breathers. 

Not only do the actual methods of yearly examinations vary 
in different schools and with different inspectors, but the methods 
of recording also vary. In some cases blank books are kept in 
which children's names are entered and the defects found are 



224 School Survey of Brookline 

placed beside them. Sometimes these blank books are retained 
by the principals as their personal property. In other cases the 
phj^sician carries them with him. Sometimes notes are made 
on loose sheets of paper, which are then given to the teacher, to 
the principal, Physical Training teacher, or nurse, or kept by the 
school physician. 

IncUvidual record cards are kept for each child, but there 
is a wide diversity of opinion concerning the rules which have 
been laid clown for filling out these cards. Some physicians 
claim that they have been instructed never to put down any 
defect which is not sufficiently serious to call for immediate at- 
tention by the family physician. Accorchngly, the schools under 
the charge of these physicians are given almost a clean bill of 
health. Moreover, where this rule is followed small defects which 
are gradually growing worse fail to be noted, so that the attention 
of parents, is not called to them until they reach an advanced 
stage. Certain of the other physicians, however, say that they 
have never heard of any such rule, and put down on the cards 
all the defects they discover. Some physicians make special 
note of early signs of tuberculosis, others do not. Some physicians 
claim that all cases of cardiac trouble should be reported; while 
others say that notice should be sent home and record made of 
only cases showing aortic lesion. Some physicians confine their 
records to a description of what was found, while others make a 
definite chagnosis. Some accompany records with explanatory 
remarks. There is no uniformity as to recording follow-up work 
or its results. 

As a basis for comparing methods of recording an analysis 
was made of the individual health cards of all children in the 
second and eighth grades of the Brookline public schools during 
the year 1915-16. Physicians were hsted in order, and a study 
was made to discover how far records of physical defects are 
determined, not by the condition of the child, but by the identity 
of the doctor who examines him. 



Provisions for Safeguarding Health 



225 



Diagram I shows for every 100 public school children 
examined last year how many each of the eight doctors 
foimd to be suffering from defective teeth. Names of the 
doctors are not given but each one has been assigned a letter 
which is the same throughout the series of diagrams. The 
range is from 16 children out of 100, in the case of B, to 69 
children in the case of C. That is, children examined by 
C would be four times as apt to be reported as having de- 
fective teeth as would children examined by B or F. 



100— 
95— 

go- 
So- 
so— 

75 

70— 

65- 

60— 

55 

50— 

45 

40— 

35 

30— 

25- 

20— 

15— 

10— 
5— 
0— 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS HAVING DEFECTIVE TEETH BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM I. 



30 




226 



School Survey of Brookline 



100— 
95— 
90— 
85— 
SO- 
TS— 
TO- 
GS- 
GO- 
55- 
50— 
45— 
40— 
35— 
30— 
25- 
20— 
15— 
10— 
5— 
0— 



Diagram II shows somewhat less wide range. The 
cases run from four children with defective tonsils in each 
100, discovered by F and H, to 2G cases discovered by B and 
28 by A; that is, those children who are examined by A are 
seven times as likely to be recorded as having defective 
tonsils as are those examined by F or H. The explanation 
of these variations cannot be found in different economic 
and social status, since of the children examined by A, B, 
and C who show a large proportion of defective tonsils some 
are very poor children and others among the well-to-do of 
Brookline. 




15 y. 

^m 12 

liJi 



ABCDEFGH 



PER CENT OF ALL SCH(X)L CHILDREN EXAMINED RECORDED 

AS HAVING HYPERTROPHIED TONSILS BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM II. 



Provisions for Safeguarding Health 



227 



100— 
95— 
90— 
85— 
80— 
75— 
70— 
65— 
60— 
55— 
50— 
45— 
40— 
35— 
30— 
25— 
20— 

10— 
5— 
0— 



Diagram III shows that adenoids hardly exist in Brook- 
line, in spite of the large number of mouth breathers observed 
by Survey visitors in their visits to the classrooms. Medical 
inspectors usually fail to discover any reason for mouth 
breathing!;. They admit, upon being questioned, that adenoids 
l^robably are there, but claim that since digital examination 
is not allowed there is little use of paying any attention to 
the signs of adenoids. Of each 100 children examined by 
B one out of every 20 was recorded as suffering from adenoids, 
while those examined by D, E, F, and G were all reported 
to be in perfect condition. 



B 



C 




E 



1 
H 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS HAVING ADENOIDS BY EACH OF EIGHT MEDICAL 

INSPECTORS, BROOKLINE, MASS., 1915-10. 

DIAGRAM III. 



228 



School Survey of Brookline 



100— 
95— 
90— 
85— 
80— 
75— 
70— 
65— 
60— 
55— 
50 
45— 
40— 
35— 
30 
25 

20— 
15- 
10- 
5— 
0— 



A is particularly interested in heart cases, if one is to 
judge by the record made. If the children were examined 
by F or H their hearts were recorded as being in perfect 
condition, but if A held the examination one-third of all the 
children were found to be sutTering from some form of heart 
trouble. 



34 



14 



■ I ■ ■ 



B 



D 



E 



G 



H 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS HAVING DEFECTIVE HEARTS BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM IV. 



Provisions for Safeguarding Health 



229 



100— 
95— 
90— 
85— 
80— 
75— 
70— 
65— 
60— 
55— 
50— 
45— 
40— 
35— 
30— 
25— 
20- 
15— 
10— 
5— 



a— 



On Diagram V we see that if children are examined by 
B, D, E, F, G, H, their lungs are apt to be found in good 
condition, but if they fall into the hands of C nearly one- 
fifth of them will be noted as in the preliminary stages of 
tuberculosis. 



B 



D 



E 



G 



H 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS SHOWING SYMPTOMS OF TUBERCULOSIS BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM V. 



230 



School Survey of Brookline 



100— 
95— 

90— 
85— 
SO- 
TS— 
TO- 
GS— 
60— 
55- 
50— 
45— 
40— 
35- 
30— 
25— 
20— 
15- 
10— 
5— 
0— 



Diagram VI indicates that half of the doctors find 
glands in good condition and half of them in poor condition. 



B 



C 



D 



H 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS HAVING ENLARGED GLANDS BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM VI. 



Provisions for Safeguarding Health 



231 



00— 


Doctor A makes a specialty of 


Pediculosis. 






95— 










90— 










85- 




\ 






SO- 










TS- 










JO- 










05- 










GO— 










55— 










50— 










45— 










40— 










35— 










30— 










25— 










20- 










15— 


. 








10— 


8 








5— 


■ 








0— 


^1 








1 




A B C D E 


F 


G 


H 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS HAVING PEDICULOSIS BY EACH OF EIGHT MEDICAL 

INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM VII. 



232 
100— 
95— 
90— 
85— 
80— 
75— 
70— 
65— 
60— 
55 
50 
45— 
40— 
35— 
30— 
25— 
20— 
1^ 
10— 
5— 
0— 



School Survey of Brookline 

E and H find a very small variety in defects discovered 
while A and C find many difi'erent kinds and note them on 
the cards. 



36 





F G H 

PER CENT OF ALL SCHOOL CHILDREN EXAMINED RECORDED 

AS HAVING OTHER DEFECTS BY EACH OF EIGHT MEDICAL 

INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM VIII. 



Provisions for Safeguarding Health 



233 



100— 
95— 
90— 
85— 
SO- 
TS- 
TO- 
GS— 
60— 
S5— 
SO— 
45— 
40— 
35— 
30— 
25— 
20— 
IS— 
10— 
5— 
0— 



On the individual record card used in the schools there 
is a space for entering remarks concerning the child's con- 
dition. As will be seen in Diagram IX, doctors A, B, and 
C use this space fully for recording pertinent observations, 
.while the four remaining doctors are content with simply 
entering a brief statement of what was found. 




R y 

lll^l 



B 



D E 



G H 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED FOR WHOM 

EXPLANATORY REMARKS WERE ENTERED ON RECORD 

CARDS BY EACH OF EIGHT MEDICAL INSPECTORS, 

BROOKLINE, MASS., 1915-16. 

DIAGRAM IX. 



234 



School Survey of Brookline 



100— 
95 

90— 
So- 
so— 
75 
70— 
65— 
60— 
55— 
50— 
45— 
40— 
35— 
30— 
25— 
20— 
15— 
10— 
5— 
0— 



88 



Certain doctors enter a description of con- 
ditions but will not commit themselves to a definite 
diagnosis. Others almost invariably make a diag- 
nosis. "Diagram X shows that if a child is examined 
by B, E, G, and H nothing serious will be found the 
matter with him, but out of every 100 children 
which A examines SS receive a definite diagnosJB 
of difficulty. 












9 

I 







ABCDEFGH 

PER CENT OF ALL SCHOOL CHILDREN EXAMINED FOR WHOM 

DIAGNOSES WERE RECORDED BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 1915-16. 

DIAGRAM X. 



Provisions for Safeguarding Health 



235 



100— 
95— 
90— 
85— 
80— 
75— 
70— 
65— 
60— 
55— 
50— 
45— 
40— 
35— 
30— 
25— 
20— 
15 
10— 
5— 
0— 



According to law every serious defect must be reported 
to i)arent. This i)recaution, however, is of little value unless 
it leads to some definite action with a view towards remedying 
the defects fmnid. Tabulation was therefore made of all 
entries on individual record cards which show what was done 
after the defect was discovered. As will be seen in Diagram 
XI, two doctors made no statement during the year of dis- 
position of cases, but doctors C and F made such a statement 
on four out of every 10 cases they examined. 




4.3 



S 

I 



B 



D 



• E 



G 



H 



PER CENT OF ALL SCHOOL CHILDREN EXAINIINED FOR WHOM 

DISPOSITION OF CASE WAS RECORDED BY EACH OF EIGHT 

MEDICAL INSPECTORS, BROOKLINE, MASS., 191.^-16. 

DIAGRAM XI. 



236 School Survey of Brookline 

The diagrams which are here shown are, as has already been 
stated, based upon the records made during the past year for second 
and eighth grade children in the pubhc school. It is true that 
many of the doctors keep their records in blank books or on loose 
sheets of paper and do not transfer them to these cards. The 
diagrams do not properly represent all the defects found. They 
do, however, represent the only evidence which is on file and 
kept as a permanent record. It is on this evidence that the work 
of the individual doctors must be judged. 

Comparative Findings. 

In the annual reports of the chief medical inspector for 
1907, 1908 and 1909 records are given of the examination of 
children in certain schools. It is interesting to compare the 
results of these yearly examinations with those for the second 
and eighth grades made and reported in 1916. 



Per Cent of Children Examined Reported as Having 

Defective Teeth in 1907, 1908 or 1909, and 1916, 

Brookline. 

School . 1907, '08 or '09 1916 

Pierce 75% 43% 

Lincoln 84 42 

Longwood 47 42 

Cabot 60 23 

Runkle 61 17 

Sewall 89 15 

Devotion 60 12 

Parsons 92 8 

Lawrence 58 4 

The figures for the early years include some children with 
a few defects and some with seriously defective teeth. Those 
for 1916 include every case where reference to dental examination 
appears on the card, regardless of the amount of defect it repre- 
sents. 



Provisions for Safeguarding Health 237 

Children Reported as Having Hypertrophied Tonsils, 
Pierce School. 

1907 21% 

1916 10 

Children Reported as Having Adenoids, Pierce School. 

1907 30% 

1916 none 

Per Cent of Children Examined Reported as Suffering 
FROM Ear, Nose, or Throat Defects 
1908, 1909 AND 1916. 

School 1908,1909 1916 

Devotion 23% 26% 

Lawrence 25 12 

Lincoln 26 12 

Parsons 35 none 

In this table the 1908 and 1909 figures show the per cent of 
children examined referred to physicians for treatment. The 
1916 figures show the per cent of .cards bearing indication of 
trouble with ear, nose, or throat, regardless of whether any 
recommendation was made concerning it. 

Adenoids are very rarely reported in the 1916 records. The 
chief reason for this is that the diagnosis is difficult to make, and 
medical inspectors hesitate to express an opinion. It is the 
opinion of the Surveyor, however, that difficulties of diagnosis 
should not be allowed to result in the present almost complete 
disregard of the whole question. Mouth breathers are notice- 
ably numerous in the Brookline schools. Several are found in 
almost every class. 

It is not fair that these children should be allowed to go 
through school without receiving medical care. If the school 
doctor does not wish to take the responsibility of examination 
and diagnosis the services of a specialist should be secured and 
every child who shows suspicious symptoms of adenoids should 
be referred to him for further examination! Upon this point 
the Surveyor is heartily in accord with the discussion presented 



238 School Survey of Brookline 

by Dr., H. Lincoln Chase, former chief medical inspector, in 
his 1913 report, which reads as follows: 

"The comparative frequency with which diseased adenoids 
are found, if properly examined for, and the serious damage they 
often cause the child's hearing and mental development, are now 
so well known that failure to provide specialists for this part of 
the examination in all the Brookline schools seems to the writer 
wholly unjustifiable and to demand immediate consideration 
and action by the School Committee." 

While the figures above are not conclusive they are, never- 
theless, highly suggestive. In the first place, with one exception, 
every comparison shows that if these figures are to be taken 
at their face value the children who lived in Brookline eight 
years ago were uniformly and strikingly more defective than 
those who attend the same schools today. Unless we are to be- 
lieve that a marvelous change in public health has been brought 
about within the past decade we must conclude either that the 
medical inspectors are faihng to nd defects which exist, or that 
they are not recording those they find. 

Study of pupil health cards, tabulation by individual medical 
inspectors, and comparison of earlier figures with those of 1916, 
clearly indicate the following suggestions: 

(a) Each inspector should have a definite idea of what he 
is expected to look for. 

(6) He should clearly understand the degree of defectiveness 
which demands (1) that it be entered on card, (2) that parents be 
notified. 

(c) He should know exactly what the terms used by every 
other inspector mean. 

(d) He shoi Id be required to enter all results of examina- 
tions on the individual pupil health cards instead of in blank 
books or on loose sheets of paper. 

(e) He should be required to give regular written reports 
upon examinations made, defects found and defects remedied. 

(/) These reports should regularly be compared in staff 
conference so that each inspector may gain a clear understanding 
of what other members of the staff are doing. 



Provisions for Safeguarding Health 239 

Reports. 

No reports are asked for from either nurse or medical in- 
spectors. Inspectors are expected to spend at least two hours a 
week in the schools. They arrange their own schedules and spend 
extra time if they see fit. They are paid by the hour. No 
record is made of their visits, or of what they do ; but at somewhat 
irregular intervals they present their bills to the School Committee, 
giving the total number of Hours spent in school work. 

There are no regular reports of examinations made or results 
found. In fact, the Chief INIedical Inspector, in speaking of this 
aspect of the work, said "I trust my staff. They are all high- 
grade people. To ask for reports seems too much like spying. 
... I have confidence that they are all doing their best for the 
children." 

Probably the Chief Medical Inspector is right in feeling that 
the members of his staff are conscientious and trustworthy. 
It is, however, the opinion of the Surveyor that because of the 
very fact that most of the medical inspectors of Brookline are of 
distinctly superior character and ability they would welcome any 
intelligent effort towards establishing a system of reporting which 
would enable them to judge the efficiency of the work which they 
are doing. Most of them have had sufficient experience in 
hospitals and other big organizations so that they reahze the 
importance of properly kept records and regular reporting. A 
request for monthly or quarterly reports would be more likely 
to increase their respect than to hurt their feelings. Until regular 
reports are made and conferences held on the facts reported the 
work in Brookline will continue to be wasteful and inefficient. 

It is also highly desirable that the annual report of the 
School Committee carry with it a somewhat detailed contribution 
from the Chief Medical Inspector describing the w^ork that has 
been carried on during the past year and bringing up for the 
consideration of the town those matters which need action during 
the coming year. In a very direct way, the success of any medical 
inspection work depends upon the intelligence and co-operative 
feeling of the town. It is therefore essential that reports made 
by the school authorities to the citizens should carry with them 



240 School Survey of Brookline 

material which will serve to let the citizens know what medical 
inspection work is being carried on and where they can best 
help. 

Notices to Parents. 

The State law requires that notice of any defect or disability 
which is serious enough to require treatment shall be sent to 
parents of the child. In accordance with this provision Brookline 
provides a card with blank spaces for name of child and statement 
of defect; and the printed suggestion that the child be referred 
to the family physician or dentist. No provision is made for 
ascertaining whether parents take any action. In some cases 
the nurse or teacher asks the children a few weeks later whether 
they have been taken to a doctor, but usually the matter is allowed 
to drift. 

It is a waste of valuable service for medical inspectors to 
examine children if nothing happens as a result of the examina- 
tion. The test of medical inspection efficiency is not primarily 
the number of children examined, or of defects found, but the 
relation of action secured to action recommended. Five cases 
of defective vision discovered and corrected with glasses are of 
greater value to a school system than 50 cases, discovered and 
neglected. It is not enough to claim that Brookline parents need 
no urging to care for the health of their children. This may 
possibly be so; but it cannot be taken for granted. Experience 
in other communities has clearly demonstrated that the number 
of defects rectified bears a constant and direct relation to the 
efficacy of the follow-up system. 

With every notice sent out there should be a return card to 
be filled in by the parent telling what action if any has been taken. 
When action has been secured statement of the fact should be 
entered on the individual pupil health card, which is kept on file 
by the teacher. At the end of the year each medical inspector 
should be required to report not only the defects discovered, but 
what was done about each case, and the effectiveness of the work 
in his school should be judged by the relation between the two 
sets of data. 



Provisions for Safeguarding Health 241 

Preventive Work. 

Medical inspection in its broadest sense may be divided into 
three main lines of activity. First, and historically the oldest, 
comes the inspection for contagious disease. This is relatively 
the least important of all the different branches of the work. It 
occupies the least time, and, while necessary for the conduct of 
the schools, has the least effect in teaching children how to live 
in such a way that they will be strong and healthy. 

The second form of medical inspection work is that which 
is mainly ameliorative. It seeks to discover defects which already 
exist and to do something about them. It takes children who 
are physically handicapped and either seeks to cure them or to 
reduce the defects sufficiently so that they can get along a little 
better in their school work. 

The third, and by far the most important form of medical 
inspection is that which has to do with prevention rather than 
with discovery or cure. It does not wait for children to become 
sick or deformed. It takes the children who are well and tries 
to teach them how to keep themselves from becoming ill. When 
medical inspection was first started in Brookline, school men in 
other communities predicted for it an important future along 
this very line. It was believed that Brookline was about to lead 
the way in showing how to teach health so that the teaching would 
really function. 

Today Brookline falls far behind its early promise. It has 
no uniform policy for carrying on preventive work. Individual 
doctors and the nurse do a good deal, but only by spasmodic 
attempts here and there. One doctor has instituted toothbrush 
drills and children's hygiene clubs. Three doctors have done 
some work with parent conferences, and several of the doctors 
talk to individual teachers occasionally about the importance 
of the medical work. But there is no uniform, definite policy 
for health instruction to pupils, health conferences with teachers, 
systematic calling of parent conferences, talks with individual 
parents, inspection of hygienic conditions in school buildings, 
or health classes for janitors. Health teaching is probably the 
biggest part of modern medical inspection work. It is a field 



242 School Survey of Brookline 

that is as yet largely undeveloped even in the most progressive 
cities, and in Brookline it is almost untouched. When rightly 
viewed and efficiently conducted the work of the Medical In- 
spection Department becomes not only a medical activity, but 
an education activity of high importance. 

Dispensaries. 

It is exceedingly difficult to carry on effective health work 
without a special room set apart in each school building for use 
as a cUspensary. The Devotion Grammar School has such a 
room. It is well Ughted, easily accessible, properly furnished, 
and has attached to it a toilet room with hot and cold water. 
It is the only builcUng in Brookline where health work is taken 
seriously enough to provide a special room for it. 

Most of the school physicians are obliged to make their 
examinations in any corner which happens to be vacant. At 
the Heath School the stage dressing room proves fairly satis- 
factory. At the Pierce the library is utilized, at the Lincoln 
examinations are made in an old, dark, and cUscarded classroom, 
and at several of the other schools doctors are forced to use the 
teachers' rest room or even the main corridor. 

There are no cabinets for medical supplies. Tongue depres- 
sors are dropped into convenient drawers, or wrapped in paper 
and carried from room to room. Only a few of the schools are 
provided with scales for measuring weight. Little is done to 
make the doctor's task easy or effective. 

Every school should have a room definitely set asida for the 
use of physician and nurse., Ev^n in old buildings space can 
usually be found for such a room, and a little money and in- 
genuity will make it usable. Rooms should be painted white, 
well hghted, with adjustable window shades, and provided with 
good artificial light as well. There should be at least one small 
table with a drawer, several chairs, a screen, a medical cabinet 
with lock for holding supplies, hot and cold water with soap, 
paper towels, and if possible a toilet adjoining, a white enamel 
pail for waste materials, a fiUng case and index for filing physical 
examination cards, a supply of blank forms, and a simple first 



Provisions for Safeguarding Health 243 

aid equipment. Every school in Brookline, primary, elementary, 
or secondary, should be supplied at once with such an office for 
the use of medical inspector and nurse. 

The School Nurse. 

Brookline has one school nurse, who has been in the employ- 
ment of the Department since 1909. If two other nurses of the 
same caliber could be secured the medical inspection work in 
Brookline would more than double its strength. In terms of 
improved health of the school children this one school nurse is 
probably more effective than the entire rest of the staff. This 
is because her chief activity is the following up of defects noted. 
Her work is confined to the less well-to-do children of Brookline, 
and consists very largely in talking with children, making per- 
sonal visits to their homes, conferring with teachers, and taking 
children to different medical dispensaries for treatment. 

If at the beginning of her work there was any doubt in Brook- 
line as to the desirability of having a school nurse, results already 
secured present incontrovertil^le evidence as to the value of her 
services. In talking with principals and medical inspectors 
concerning the possible extension of the work, very few adverse 
comments were heard. One principal said that she did not 
wish the school nurse to do any follow-up work because she felt 
that the relation of principal with pupils and parents was so 
intimate and personal that it ought not to be shattered by the 
intrusion of a third person. One of the medical inspectors stated 
that he believes a school nurse would be useful in an entirely 
subordinate capacity to the medical inspector. He felt that she 
could be employed in taking children back and forth between 
the school and the medical dispensary, or in other ways running 
errands for the inspector. He did not feel that she should ever 
be allowed to act upon her own initative. 

It is noticeable that neither of these speakers has had personal 
experience with the nurse who is now employed by Brookline, since 
the schools with which they are connected do not belong to the 
group where the school nurse has concentrated her efforts. In 
every case where the question of employing school nurses was 



244 School Survey of Brookline 

discussed with persons who had tried the plan the response was 
favorable, immediate, and enthusiastic. 

"I should like a full-time nurse for both of my schools. 
I don't want to share her with any one else." {Medical Inspector.) 

"I could gladly keep the present school nurse busy all the 
time." {Medical Inspector.) 

"I don't see half enough of the school nurse. I could use 
her at least two days in every week." (Principal.) 

"I could use at least one-half of a nurse's time right here in 
this school" (Principal.) 

"I am strongly in favor of additional nurses for follow-up 
work among the older girls." (Medical Inspector.) 

''I think that if we had two more nurses they could handle 
between them the Cabot, Driscoll, Longwood, Runkle and De- 
votion Schools." (Medical Inspector.) 

"1 should personally think that if we had additional nurses 
they could do the follow-up work, which badly needs attention, 
and also carry a good deal of the inspection for contagious dis- 
eases." (Medical Inspector.) 

"1 could use the entire time of the school nurse just in this 
one building." (Principal.) 

"I told one of the doctors that the school nurse was worth a 
dozen medical inspectors — and that doctor agreed with me." 
(Principal.) 

"I hardly think that parents would hke it if we had some one 
here called a school nurse, but if we could call her a school visitor 
I think her services would be very desirable and that she could 
do good work among the parents." (Principal.) 

The services of a competent school nurse are of such impressive 
value that authorities are now suggesting that where both doctor 
and nurse cannot be employed because of shortage of funds the 
money should be put into the salary of one or more school nurses 
and no doctor should be employed. It is now an accepted prin- 
ciple in medical inspection administration that the number of 
nurses in every school community should be greater than the 
number of doctors. They should work with doctors wherever 
possible, but a nurse can do effective work without a doctor, while 



■ Provisions for Safeguarding Health 245 

it is almost impossible for a doctor to do effective work without a 
school nurse. 

The school nurse assists the doctor in his annual physical 
examination; she helps him with the examination, and enters 
records on the card. When defects are discovered she attends to 
sending notices to the parents and to receiving their replies as 
to what has been done. In cases where no reply has been re- 
ceived from the parent she makes personal visits to explain the 
nature of the trouble and the importance of having it remedied. 
She invites parents to the school to meet the doctor. Where 
they are poor she gains their consent to take children to a public 
clinic. She accompanies the children there and takes them home 
again. She holds conferences with mothers and teaches them how 
to care for the health of their children. She conducts health 
classes among children and teachers. She is not only a nurse, but 
she is actually a hygiene teacher in the school. 

Such is the work of the modern school nurse. The present 
nurse in Brookline, apparently without supervision and largely 
on her own initiative, has introduced most of the forms of work 
here mentioned. It is unfortunate that because of lack of time 
and strength she is obliged to confine her work to schools in the 
poorer sections of the town, for there is ample evidence that chil- 
dren of the well-to-do are nearly as much in need of wise and 
skillful care as are children of the poor. Parents who are genuinely 
interested in the care of their children are the first to welcome the 
services of the school nurse ; and if the leading citizens of Brookline 
are wise they will demand that no child in the Brookline public 
schools shall be refused a share in the health teaching merely 
because his parents have money. 



246 



School Survey of Brookline 




p-( 



O 

n 



w w 



I 



PER CENT OF ALL SCHOOL CHILDREN EXAMINED BY 
TEACHERS WHO WERE REPORTED AS HAVING DE- 
FECTIVE EYESIGHT, BROOKLINE, MASS., 1916. 



DIAGRAM XII. 



Provisions for Safeguarding Health 247 

Vision and Hearing Tests. 

In accordance with the provision of the Massachusetts State 
law, tests of vision and hearing are made annually by the teachers 
and reports of the conditions found sent to the State authorities. 
Diagram XII shows the per cent of all children examined in each 
school who were reported to be suffering from defects of vision. 
Figures range from two per cent in the Devotion School to 25 
per cent in the Driscoll, Lawrence and Practical Arts Schools. 

The results of American and European experience show that 
at least 10 per cent of all school children are suffering from seri- 
ously defective vision. This is the minimum proportion and care- 
ful examination will almost invariably disclose a considerably 
larger number. In Brookline it will be seen that five schools 
report less than 10 per cent defective and eight schools report 
more than 10 per cent. 

This high showing indicates two things — first, that appar- 
ently Brookline teachers are skillful at detecting imperfect vision. 
In the second place the findings indicate that defective vision is 
very commonly found in BrookUne and that special care must be 
taken to follow up the results and see that every child who shows 
need of treatment is actually placed under the care of a competent 
occulist. 

Diagram XIII, which is on the same scale as Diagram XII, 
represents the per cent of all children examined in each school who 
are reported by the teachers as showing defective hearing. In 
this case the comparative showing is not so good. Per cents range 
from no cases of deafness found in the Sewall School to nine per 
cent of all cases found defective at the high school. It is generally 
stated that examination will show that at least five per cent of 
all school children have defective vision, and if examination is 
made very carefully a considerably higher percentage will usually 
be found. In only one school in Brookline was the percentage of 
deafness recorded as higher than five. This indicates that teach- 
ers are not so successful in locating defective hearing as they are 
in locating defective vision. 

In placing the examination of eyes and ears in the hands of 
school teachers it was not the intent of the Massachusetts law to 



248 School Survey of Brookline 



Sewall 




|o 




Devotion 




■ 1 




RUNKLE 




■ 1 




Pierce 




■11 




Lawrence 




■ l 




LONGWOOD 




^^^1 2 




Lincoln 




I^H 2 




Parsons 






13 


Heath 






|3 


Cabot 






13 


Practical 


Arts 

OL 




13 


Driscoll 






High Scho 







PER CENT OF ALL SCHOOL CHILDREN EXAMINED BY 
^TEACHERS WHO WERE REPORTED AS HAVING DE- 
FECTIVE HEARING, BROOKLINE, MASS., 1916. 

DIAGRAM XIII. 



Provisions for Safeguarding Health 249 

forbid examination by physicians employed by the school. Tlie 
law seeks to see to it that every child, even where medical inspection 
is not enforced, receives attention in these two important fields. 
In Brookline several of the medical inspectors expressed the opinion 
that, since teachers made tests of hearing and vision, medical in- 
spectors are supposed to "keep hands off" and have no responsi- 
bility in the matter. In the opinion of the Surveyor, this is an 
unfortunate attitude. As is shown by Diagram XII, teachers are 
very successful in giving vision tests. Almost undoubtedly the 
hearing examinations could also be made more effective if the 
Medical Inspection Department took special pains to see to it 
that teachers understand how to use the test and know what 
symptoms to look for in regular classroom work. The department 
should co-operate in every way with the teachers in order to help 
them carry out the provisions of the law, and in all cases where 
teachers are in doubt they should be able to refer the child to 
some one in the Medical Inspection Department who would be 
competent to make a more complete examination. In the 1907 
report by the School Committee Dr. Chase writes: "It should be 
understood that the recent act passed by the legislature, provid- 
ing for the examination of the vision only of school children bj^ 
the teachers, while a step in the right direction, will in itself be 
quite inadequate as a means of finding out all those who are in 
reality suffering from eye strain." 

The department should also take charge of following up the 
results of examinations and seeing to it that, in the case of every 
child who is reported as suffering from defective vision or de- 
fective hearing, parents are notified and special efforts made to 
secure proper treatment. The teacher should not be held re- 
sponsible for the success of the medical inspection follow-up 
work on these two features. 

The work now being done in detecting defects of vision and 
hearing is of good quality, but can be strengthened if the school 
physicians will co-operate more fully. This is a most important 
branch of the medical inspection work, and deserves every help 
which inspectors can give to make it more effective. 



250 School Survey of Brookline 

Special Classes for Physically Handicapped Children. 

Not only is it essential that every child suffering from de- 
fective vision or defective hearing shall receive special examina- 
tion and treatment at the hands of specialists in these fields, 
but it is also essential that, where any children are found seriously 
handicapped, special provision shall be made for them in the 
public school. For example, if a child cannot see the blackboard 
from his regular seat or if he cannot hear what the teacher says 
he should be given a seat near the front of the room. 

If several children are found seriously handicapped it is 
usually necessary to provide a special room with special teacher 
where they will spend certain hours during the school day at 
special studies. It is usually not wise entirely to separate these 
children from normal children. They should be allowed to join 
with their fellows in exercises which they can easily do, but in 
all matters where strain is involved they should be given in- 
struction under conditions planned to meet their needs. For 
example, if children are suffering from serious eye defects it is 
always desirable to place them in classrooms with special illumina- 
tion. If children are incurably deaf it is frequently necessary 
to give them instruction in lip reading, so that they may freely 
communicate with other people, and if children stutter they 
should be given a few minutes of training each day by a highly 
skilled speech teacher. It is probably true that careful investi- 
gation would disclose cases of many children suffering from deaf- 
ness, stuttering, malnutrition, or mental defects, which call for 
special classes or special forms of instruction. 

Brookline already has data for considering the possibility 
of forming special classes for one group of the physically handi- 
capped. Very recently a Massachusetts commission has been 
studying conditions of eyesight throughout the State. This 
commission has found many Brookhne children with vision so 
seriously deficient that in its opinion special classes should be 
formed for them. It reports the following cases of pupils who 
should be included in such classes. 



Provisions for Safeguarding Health 251 

Seriously Defective 
School Eyesight 

Longwood 3 children 

Driscoll 4 children 

Sewall 5 children 

Heath 6 children 

Lawrence 9 children 

Runlde 10 children 

Devotion 11 children 

Pierce 17 children 

Lincoln 25 children 

Total 90 children 

This means if the report of the commission is to be accepted 
that there are today at least 90 children in the Brookline schools 
who are suffering from vision so seriously defective as to call 
for special classroom conditions. The question of the desirability 
of estabhshing such classes naturally falls to the Medical Inspec- 
tion Department, which should without delay give careful con- 
sideration to the matter and lay its conclusions and recommenda- 
tions before the School Committee. 

The Fresh Air Class. 

In September, 1911, a fresh air room was established at the 
Parsons School for children in the second grade. This room is 
still maintained. It is a fresh air class, but not what is technically 
known as an open air school. 

Windows and doors are kept wide open, and temperature 
is maintained at about 55° F. Children are protected from the 
cold by sweaters and sitting-out bags which keep the lower parts 
of their bodies warm. For the first year careful record was made 
of height, weight, and general physical condition, but now little 
attention is paid to these matters. 

The regime of the standard open air class is not followed. 
There are no cot beds or steamer chairs where children may rest 
in the open air. There are no special facilities for washing face 
or hands or cleaning teeth. No toilet is near. There is no effort 
to fortify children against the cold by supplying them with fuel 



252 School Survey of Brookline 

in the form of extra feeding. When the class was first started 
private funds were donated so that fresh air pupils might have 
a glass of milk in the middle of the morning, but lately this has 
been given up. 

At the time that Survey tests were made the air of the class- 
room was very dry. On that day, moreover, most of the air 
came in by way of the door and stairway leading to the basement 
toilets and used the windows to escape; but this may have been 
a more fortunate arrangement than having air enter through 
the windows, since when the Surveyor touched the table she 
left an imprint of her fingers in the layer of dust which covered 
it. The surface of the playground is improperly finished, and 
every time the wind blows clouds of dust swirl through the win- 
dows and settle on the desks of children in the fresh air room. 

The teacher of the fresh air class is keenly interested. She 
believes in its value and would argue hotly against it being given 
up. Yet there is grave question whether Brookline is justified 
in subjecting children to low temperatures while at the same time 
it pays so little attention to equipping them for open air study. 
It is certainly fortunate that the children who belong are strong 
and healthy instead of ansemic or pre-tubcrcular; for few sick 
children could stand the exposure. 

An open air class should be run scientifically or not at all. 
When the health of children is involved there is no place for 
carelessness or half-way measures. If Brookhne is to have a real 
open air class she must provide a room designed for that purpose, 
where air comes from outdoors instead of from the cellar, and 
where dust does not pour into the lungs of children. She must 
provide couches where children may sleep for an hour, outdoors, 
and warmly covered. Above all, she must provide hot and nour- 
ishing food, prepared under skilled direction, and in generous 
quantity. 

Fresh air, rest, and food are three factors which have led 
to the success of the open air school. No one of the three can be 
dispensed with. Brookhne, with its keen interest in the tuber- 
culosis problem, should logically subscribe to the theory of the 
open air school. It might well have several classes instead of 



Provisions for Safeguarding Health 253 

one; but it must be prepared to conduct those classes according 
to accepted scientific procedure, with careful supervision for not 
one year only, but for every year. The open air class is too delicate 
an experiment to be started, carried on half-heartedly, and then 
forgotten. 

Physical Training Department. 

There is a noticeable lack of co-operation between the Aledical 
Inspection and the Physical Training Departments. There is 
no machinery by means of which members of one group become 
famiUar with the work of the other. The Physical Training 
teacher rarely has access to the individual health cards of pupils, 
nor does the school physician receive any report of the examinations 
made by the Physical Training people. 

For example, last year the Physical Training Department 
made examinations of elementary school children with a view to 
ascertaining which ones needed corrective posture exercises. 
It should have been possible to secure all of this information, 
without delay by reference to the medical inspectors in charge, 
and special examinations should have been needed only for fur- 
ther study of cases where defects had already been noted. A 
specialist was employed by the Physical Training Department to 
conduct posture work for physically handicapped children, but 
apparently only one of the medical inspectors ever referred 
children whom he had examined to the Physical Training Depart- 
ment for special attention. 

Something is certainly wrong in a system where two groups 
of people are supposed to be working for the same ends and yet 
rarely co-operate with each other. Physical Training should be 
closely associated with Medical Inspection. There should be 
constant reference of children by the medical inspectors to the 
Physical Training teachers and in turn the Physical Training 
Department should be able to count on the support of the medical 
inspectors in establishing various forms of school health activities. 

Take this question of posture, for example. If children are 
discovered in the public school with fallen arches or crooked backs 
it is the duty of the school to see that these conditions are remedied. 



254 School Survey of Brookline 

Certain cases are so serious as to call for the attention of ortho- 
pedic speciahsts. Others can be greatly helped by simple exer- 
cises in school. Whether these exercises are carried on under 
the specific direction of a medical inspector or of a Physical 
Training teacher is immaterial. The important point is that 
whoever is placed in charge should be a specialist in corrective 
gymnastics, and fully competent to carry on the work. 

The adapting of Physical Training classes to fit small groups 
of children with different needs is a tendency which corresponds 
to modern movements toward special classes for exceptional 
children, differentiated courses, varying promotion rates, and 
the like, which are rapidly changing our whole conception of 
school organization. The Medical Inspection Department not 
only should approve, but should demand, that the Physical Training 
supervisor make provision for meeting the special needs of chil- 
dren suffering from various types of physical handicap. Physical 
Training is an extension and specialization of the general health 
work field. Neither department can hope to carry on its work 
efficiently without the co-operation of the other. 

Clinics. 

A dental chnic has this year been established by the Board 
of Health in the Pierce primary building. Dental work is probably 
more important than any other single phase of ameliorative 
medical inspection work. Every school system should have a 
dental clinic where its children can be treated. The new clinic 
in Brookhne will undoubtedly demonstrate its value within the 
first year of its existence. 

It is suggested that in sending school children to the dental 
clinic preference be given to those in the primary grades. If an 
attempt were made to treat all children in all nine grades, the 
school dentist would never catch up with the task; but if those 
in the first, second, and third grades are treated and then followed 
up each year during their stay in school, the more serious dental 
conditions can be gradually eliminated. Concentrate effort 
on the younger children whose teeth have not yet become badly 



Provisions for Safeguarding Health 255 

damaged. It is particularly true in dental work that prevention 
is of greater importance than cure. 

A tuberculosis clinic is also held under town auspices, and 
public school cliildren are frequently taken there by the school 
nurse. This again is distinctly a move in the right direction. 

There are no dispensaries or clinics conducted under direc- 
tion of the school authorities. Several years ago the question 
of establishing such clinics was widely discussed and recommenda- 
tions concerning them were adopted, but chnics themselves did 
not materiahze. Nurse and doctors state that it is frequently 
difficult to secure proper attention for Brookline children in the 
pubhc cHnics of Boston. Eye, nose, throat, and orthopedic 
cases are usually put upon the waiting hst and serious delay 
ensues. 

If BrookUne feels that it is too small a community to provide 
clinics for the sole use of its own children, it should make some 
provision so that children who need attention will not have to be 
dependent upon the casual courtesy of a neighboring metropolis. 
Brookhne has for several years furnished schoolhouses and teachers 
for Boston children upon the payment of tuition. It should be 
equally possible to secure medical services in Boston for BrookUne 
children on a somewhat similar basis. Whatever plan is adopted, 
action should be taken without delay. Chnical care for children 
who need it is too important to rest on chance. 

School Feeding. 

Brookline has for many years followed the one-session plan 
of organization; that is classes open at half -past eight in the 
morning and are continued until 12.30, 1.00, or 1.30. A little 
after the middle of the morning a half-hour recess is allowed 
during which time children who live near the school run home to 
get something to eat, while others either carry food with them 
or buy it from local stores. Frequently children prefer to use 
the half-hour period as play time and go without any food. It 
is strongly the opinion of the Surveyor that if the one-session 
plan is continued provision should be made to insure all children's 
having a light lunch in the middle of the morning period. 



256 School Survey of Brookline 

During the recess period children can be seen racing madly 
through the streets in an effort to reach their homes, get some- 
thing to eat, and return again before the recess period is ended. 
There is not time enough for most of them to eat slowly. Some- 
times they carry pieces of food in their hands and gulp them 
down while they run. Many children, especially in the poorer 
districts, are given money by their parents to buy doughnuts, 
cake, pickles, and hcorice sticks to satisfy their mid-morning 
hunger. When it is remembered that most of these children have 
breakfast about half-past seven and do not reach home again until 
almost two o'clock, the necessity of seeing to it that they have 
something more than a hasty bite in the middle of the morning 
becomes very clear. Most of the teachers bring their own lunches 
to eat at this time, but there is no supervision of what happens 
to the children. 

Lunch is, however, served both at the high school and at the 
Practical Arts building. At the high school it is in the hands 
of a caterer who is given the privilege of using the high school 
building and equipment, but furnishes other supplies. The 
Surveyor lunched several times at the high school. Food is 
served in very small helpings and is frequently more expensive 
than it would be outside at an ordinary commercial establishment. 
For example, sandwiches made of a very thin slice of bread cut 
in half and sparsely covered with a thin coating of peanut butter 
sell for six cents apiece. Many children of the better class in 
the high school do not buy lunches because they feel that they 
cannot afford what seems to them an excessive charge. Others 
of the high school students take their recess time to go over to 
the Practical Arts building and purchase their lunches there. 

Lunch at the Practical Arts is prepared by students in the 
Domestic Science classes. It is the opinion of the Surveyor that 
the food is better cooked, more attractively served, and dis- 
tinctly lower in price than that provided in the main high school 
building. 

This report strongly urges that if Brookline is to continue 
with the one-session plan, she adopt a system of school lunches 
for both secondary and elementary schools, prepared at cost, 



Provisions for Safeguarding Health 257 

and sold in penny portions. She should not continue to place this 
responsibihty upon individual parents. In the first place, there 
are many parents, even among the comfortably well-to-do, who 
neglect to provide suitable lunch for their children at the recess 
period. In the second place even where parents do make such 
provision most of them would gladl}^ avail themselves of lunches 
served at the school if they could be assured that the food supplied 
there would be of good quality, properly prepared, and selected 
under the direction of a skilled dietitian. 

The objection probably will be raised that school children 
do not have money to pay for lunches. The answer is that most 
of them already have it and are spending it on lunches which 
they buy outside of school. This is particularly true of children 
who come from poor families. If food is sold in the schools in 
penny portions, intelligently selected, and carefully displayed, 
children will gladly pay for it the money which they are now 
spending at the nearest candy store. 

Every school child in Brookline should have the opportunity 
to buy dunng the recess at school at least one hot dish and one or 
several cold dishes. The lunch service should not be rented out 
and run for profit. It should be kept under the direction of the 
school authorities. At the head of the lunch service there should 
be a trained dietitian who understands the science of food values 
and has had experience in catering to the tastes of public school 
children. In a town as small as BrookUjie the school lunch 
probably cannot pay for itself, but receipts from the children 
should be made to cover costs of material. 

Probably the most economical and efficient method of ad- 
ministration would be for Brookline to have one special kitchen, 
probably at the high school or Junior High School building, where 
all food for Brookline schools would be prepared. Distances 
are short enough in Brookline so that by a little careful planning 
foods could be carried from the central kitchen in an automobile 
to different parts of the school system. If food is properly packed 
in heat-retaining receptacles it can be kept hot for a sufficiently 
long period. This plan of the central kitchen means that only 
one cook need be hired instead of having a cook for every building. 



258 School Survey of Brookline 

It means that food will be better cooked, less material will be 
wasted, and there will be a uniformit}^ of product which it is 
difficult to secure under the separate kitchen organization. 

Public school lunches for elementary children are being 
adopted all over the countrj^, even where schools are on the two- 
session plan. In Brookline, where one session is tenaciously 
adhered to, the necessity of providing properly cooked food for 
the mid-morning recess is too urgent to be longer neglected. 

Costs. 

It is very difficult to judge how wisely money is spent for 
medical inspection in Brookline. All the inspectors are paid 
one dollar an hour for their services. They make no report 
concerning the days of their visits or the work done, but at some- 
what irregular intervals, usually a month or more apart, send 
in their bills. During the year 1915-16 members of the regular 
medical inspection staff spent from 59 to 300 hours each, carrying 
on medical inspection work in the schools. The amount of time 
spent ranges all the way between these two figures, with the 
medium or middle case at 108 hours. 

The school nurse is paid $1000 a year. It is impos- 
sible to tell with any certainty how many hours she gives dur- 
ing the year, but probably a fair estimate is seven hours a day 
for a school year of 200 school days, or about 1400 hours a year. 
One reason for the undoubted effectiveness of the nurse's work 
is that she is able to spend long periods of time without interrup- 
tion on school service. The work of the doctors, on the other 
hand, is broken up into very small units. 

The total cost of the Medical Inspection Department for 
the year 1915-16 was $2759. In a study of 25 eastern cities, 
Dr. Rapeer finds that 1.1 per cent of the total school budget is 
spent for medical inspection; but Dr. Terman claims that this 
is usually too low. Were the sum reported by Dr. Rapeer spent 
in Brookhne the yearly budget of the Medical Inspection Depart- 
ment would be a httle over $3000. 

Dr. Terman believes that effective medical inspection work 
in any city cannot be done for less than 75 cents per child, and 



Provisions for Safeguarding Health 



259 



300— 



300 



250— 



200— 



150- 



100— 



50— 



0—1 



180 



132 




126 




111 




108 




95 




ABCDEFGHl JKLM 



HOURS SPENT DURING ONE YEAR IN THE MEDICAL INSPEC- 
TION OF SCHOOL CHILDREN BY EACH OF 13 PHYSICIANS 
BROOKLINE, MASS., JULY 1, 1915— JUNE 31, 1916. 



DIAGRAM XIV. 



260 School Surv'Ey of Brookline 

that small communities must be prepared to spend at least one 
dollar for the health supervision of every pupil. In Brookline 
the annual expenditure for each pubhc school child is approxi- 
mately 59 cents. Between S700 and 8800 a year must be added 
to the present budget to meet the minimum figure suggested 
by Dr. Terman. The Terman figure is that recommended in 
the recent survey report on certain phases of the pubUc school 
system in Boston. (Boston City Document 87; 1916.) 

Brookline is a small community and in order to secure the 
same results she must be prepared to pay a somewhat greater 
amount per pupil than is necessary in larger cities. It is, therefore, 
essential that every step be taken to avoid waste and secure the 
greatest possible effectiveness for every dollar spent. There are 
three features of the present form of administration which should 
be changed in order to secure more economical use of funds: 

1. There are too many people on the staff. For a school 
population of approximately 4500 there are 10 part-time public 
school physicians (including a woman physician at the high 
school), and one full-time nurse. Another physician has charge 
of the work at the parochial school. This means that there is 
one physician for approximately every 450 public school children, 
including those of high school age. Were it possible to avoid 
delays in handling pupils, recording examinations, and the hke, 
one skillful physician on full time would be able to handle in an 
effective manner work which is now carried by the 10 part-time 
physicians. 

2. The school population in Brookline is distributed among 
a number of small buildings. It is impossible to handle children 
so rapidly in small groups as when they are in large groups. Time 
is spent in going from school to school, and in making arrangements 
with different principals. Frequently the examinations at one 
school are finished before the end of the session, but there is not 
sufficient time to reach another school. The distribution of 
children in small groups widely separated involves constant delay 
which in turn makes it necessary to increase the number of workers 
in order to get the task of inspection finished. 



Provjsions for Safeguarding Health 2G1 

3. The physicians employed are highly skilled, yet much 
of their time is spent in doing work which could be carried on as 
well by assistants. For example, the two \'isits a week to class- 
rooms constitute a large portion of each physician's ser\dce, yet 
it is very rarely that at these visits a sick child is discovered and 
sent home. Classroom inspection by teachers or nurses would 
probably be just as effective as that now carried on by physicians 
and would free the latter for more needed work. 

Again, much of the physical examination work could be 
turned over to nurses working under the direction of the physician. 
Just as teachers have proved themselves able to detect ordinary 
cases of defective vision, so the nurse who is properly directed 
can take height and weight, examine the condition of the hair, 
note posture defects, hypertrophied tonsils, and the like, and leave 
the physician free to handle cases requiring expert diagnosis. 

Time may be saved, in the third place, by relieving the phy- 
sician from all forms of clerical work. Whenever he makes a 
physical examination he should be assisted by a nurse and the 
latter should have charge of entering all findings upon the in- 
dividual record card, and of sending out follow-up notices. 

Concentration of the work in the hands of a few persons who 
devote their full time to it; centralization of school children in a 
few large schools instead of in many small ones; and the assign- 
ment of routine tasks to assistants, so that expensive workers are 
reserved for the roost important problems, are among the steps 
which must be taken in order to insure that every dollar Brookline 
spends will bear a dollar's worth of results. 



CHAPTER VII. 

KINDERGARTENS. 

Liberal Provision for Kindergartens. 

The kindergarten has long been an integral part of the public 
school system of Brookhne and most generous provision is made 
for its conduct and support. There are at present 10 kinder- 
garten centers in a total of 11 schools containing primary 
grades. This extension of kindergarten privileges to all the chil- 
dren of all the people is characteristic of Brookline and in har- 
mony with the enlightened policy that seeks to provide the best 
possible conditions for public education, whatever may be the 
necessary cost involved. 

In all the kindergartens unusually generous provision has 
been made for the comfort and health of the pupils and, in the newer 
buildings, the rooms devoted to the kindergarten are models in 
matters of location, arrangement, floor space and lighting. The 
kindergarten located in the high school building is the only one 
that is laboring under a serious handicap in the way of inadequate 
and unsuitable quarters. Everywhere else the rooms are sunny 
and well ventilated and of a size sufficient for the accommodation 
of the number at present in attendance. Ample provision has 
been made for storing kindergarten apparatus and supplies, and 
the only handicap in evidence is a lack of special toilets and lava- 
tories for the exclusive use of kindergarten pupils. In several of 
the kindergartens the large assembly room comprises two full- 
sized schoolrooms and is subdivided by a rolhng partition that 
may be raised and lowered at will. These classrooms are so large 
that a space sufficient for the installation of toilets and lavatories 
could be partitioned off at the end of one of them without detri- 
ment to the plant, and the gain in convenience and in time saved 
to pupils by such an arrangement would more than compensate 
for the slight loss in classroom space. Except in the DriscoU 

262 



The Kindergartens 263 

School, where the kindergarten toilet facilities are admirable, no 
special toilets have been provided for the exclusive use of kinder- 
garten children, and they are obliged either to use the single toilet 
in the teachers' room, or to share the basement toilets in use by 
the grade pupils. This condition is not ideal and should be reme- 
died, if possible. 

The Brookline kindergarten rooms are very well kept and 
pictures and growing plants give to them a delightfully homelike 
atmosphere. Several of the kindergartens occupying these 
spacious and beautiful rooms have so small an average attendance 
that it is a question whether economy does not call for some 
adjustment of district lines that shall result in a more even balance 
in kindergarten enrollment. Where an adjustment of district 
lines is not practicable and the numbers are disproportionately 
small, kindergarten teachers should make every effort to fill up 
the ranks, that as many children as can be reached may enjoy 
the privileges afforded. 

At the Driscoll School, where the total kindergarten enroll- 
ment is less than 40 and the average daily attendance during the 
winter months not more than 25, two rooms, each 33 feet by 24 
feet, are devoted exclusively to kindergarten uses. As the grades 
above the kindergarten are somewhat congested, it is evident 
that in the near future one of the kindergarten rooms will be 
needed for primary school purposes. When this readjustment 
becomes necessary, the small storeroom across the hall from the 
kindergarten should be made a kindergarten classroom amd the 
basement supply room equipped for the storage of the supplies 
thus displaced. In view of the fact that the natural growth of 
the district wiU make it necessary, in time, to restore to the 
kindergarten the room temporarily cut off from it, structural 
changes likely to detract from the beauty and effectiveness of 
the present kindergarten plant should be avoided. 

Organization and Teaching Force. 
In no town in the country is the kindergarten organization 
more nearly ideal from the standpoint of the kindergartner her- 
self than is the Brookline organization. In most of the kinder- 



264 School Survey of Brookline 

gartens there is a nurse or helper who aids the head kindergartner 
and assistant in the care of the children and in the handling of 
tables, chairs and gift and occupation materials. In addition 
to this staff of director, assistant and nurse, two or three students 
from a neighboring kindergarten training school are assigned to 
each kindergarten, and these young women are expected to render 
any assistance that may be required of them. There is evidence 
of a determined endeavor on the part of kindergartners to culti- 
vate independence and initiative on the part of even the youngest 
pupils, but the well-intentioned aid given to children by school 
nurses and student observers frequently tends to defeat the efforts 
of the teachers to develop a spirit of self-help. The student help- 
ers are in many ways very useful to the schools, but it requires 
constant watchfulness on the part of the teachers in charge to 
prevent them from giving children more help and attention than 
is good for them. 

In all kindergartens except the one in the Pierce School, the 
single daily session extends from 9 a.m. to 12 m. In the Pierce 
School the session is from 8.30 a.m. to 11.30 a.m. If the time of 
opening in all the kindergartens was fixed at 8.30, something would 
be gained. With the grade schools opening as they do at 8.30, 
kindergarten children who must be sent to school in the care of 
their older brothers and sisters are obliged to wait about in the 
halls or kindergarten rooms until nine o'clock before their, school 
day begins. Such children are tired by the time the kindergarten 
sessionjopens, and it would be much better for them if the kinder- 
garten began at the same time as the primar}- schools. 

Program and Methods of Instruction. 
What is known as the Boston kindergarten program is in 
operation throughout the system and the work is of the well- 
known traditional type. Some of the teachers arc more liberal 
in spirit and practice than others, but there are fewer evidences 
of independent investigation and initiative on the part of teachers 
than should characterize the work of a town that is untrammeled 
by many of the limiting conditions that obtain in cities, and that 
affords to its teachers a wide freedom for experimentation. 



The Kindergartens 265 

This may be due, in part, to the fact that the BrookUne kinder- 
gartners hold no regular teachers' meetings or program meetings 
of their own, but have, for years, attended the Boston program 
meetings. While occasional attendance upon these Boston meet- 
ings must prove helpful to any force of teachers, the value of long- 
continued attendance by a given group of town teachers upon a 
single series of city program meetings is open to question. Espe- 
cially is this the case when the meetings are planned with particular 
reference to the needs of a large city and of the many young teach- 
ers who are each year added to the teaching corps. A small, 
carefully selected force of teachers, subject from year to year to 
very few changes in personnel, may profitably carry out a much 
more progressive and flexible program than any large city is likely 
to deem it practicable to outline. The kindergartens of Brook- 
line should bear the BrookUne stamp, and the programs should be 
worked out by the teachers in conference or by a supervisor in 
touch with the local situation and possessed of a knowledge of the 
aims and standards of the entire school system. 

In most of the kindergartens the games and plays give evi- 
dence of a thoughtful effort to include the many rather than the 
few in all play activities. Games that were originally designed 
for use with very small groups have been modified or supplanted 
by games in which a majority or all of a large group may actively 
participate. This is in Une with the best modern practice. 

The kindergartens are equipped with the most approved 
modern apphances in the way of enlarged gifts and occupations. 
It is evident, however, that there has been practically no adapta- 
tion of method to the newer type of materials and that the teachers 
have made no independent study of the possibihties of the en- 
larged building blocks. In some of the kindergartens the enlarged 
gifts are used for building on the tables exactly as the one-inch 
gift material was used before the larger blocks were available. In 
other kindergartens the children use the enlarged gifts in building 
upon the floor. As it is at present conducted, this work on the 
floor is more restricted than it should be and allows for very little 
more bodily freedom than the table work. Children sit still on 
the floor instead of in their chairs and there is more building to 



266 School Survey of Brookline 

dictation and less opportunity for free building and community 
building than is provided by the more progressive of the modern 
kindergartens. In all the work with the building gifts so much 
time is consumed in stacking and boxing the blocks that children 
have no opportunity to enjoy and to play with the product of their 
handiwork. They are constantly building up, only to tear down 
immediately. Where the floor space will admit of it, buildings 
should frequently be left standing long enough to permit the build- 
ers to enjoy -them throughout a free play period. 

The enlarged weaving mats are being used to a greater or 
less extent in all the kindergartens. Some kindergartens do con- 
siderable weaving and some do but little. Experience with weav- 
ing as an occupation for third and fourth-grade pupils has led 
many thoughtful teachers to question its value as a kindergarten 
occupation. Even the simplest form of mat weaving is open to 
objection now that weaving has been introduced into the grades 
beyond the kindergarten. Sewing also is open to serious question 
and should have no place in a kindergarten program. 

Spirit and Professional Attitude. 
The teachers in the Brookline kindergartens are cultivated, 
well-educated women, who are skillful and sympathetic in their 
management of children. Difficult cases are handled with much 
gentleness and firmness, and all the teachers evidence a constant 
concern for the happiness and welfare of their pupils. There is a 
spirit of hearty co-operation between teachers and children and 
there is evident on the part of each teacher an intense loyalty 
toward her particular kindergarten family. The teachers in one 
kindergarten know very little, however, about what is being done 
in the other kindergartens in the town, as they seldom meet for 
conference and each director is a law unto herself in matters per- 
taining to program making, methods of instruction and the fixing 
of ends to be achieved. If there were frequent meetings of the 
entire kindergarten force and if kindergartners and primary 
teachers were in closer touch with one another and more intelfi- 
gent regarding one another's aims and accomplishments, this 
freedom of the individual teacher might be made to serve the 



The Kindergartens 267 

highest interests of both kindergarten and grade schools instead 
of tending toward an undesirable isolation. 

In a pubhc school system there is httle room for an individual- 
ism that is not broadly co-operative. Each department of the 
school needs all that every other department has to contribute to 
it. Education cannot be cut off into lengths and each length 
pigeonholed in its own department. Kindergarten teachers and 
grade teachers in Brookline, as elsewhere, need to get together. 
They need to see one another teach, to compare notes with one 
another, to engage in friendly debates, and to demand from one 
another proofs of achievement. Nothing that a teacher may plan 
to do to improve herself can be depended upon to take the place 
of frequent conferences with her coworkers in the field of 
education. 

There can be no question that a closer relationship between 
the various kindergartens in Brookline, and between the kinder- 
garten and the grades, would tend definitely to increase the 
efficiency of both the kindergartens and the elementary schools. 



CHAPTER VIII. 

THE COMMON BRANCHES. 

History. 

The requirements of the curriculufn in History are as follows: 

Grades IV-V: (1) Reading "Ten Boys who Lived on the 
Road from Long Ago to Now," or similar book; (2) reading stories 
from American history; (3) reading lives of persons famous in 
American history. 

Grade VI: The reading of an elementary history of the 
United States. 

Grade VII: The study of American history to end of the 
Revolution, with incidental attention to such parts of European 
history as are connected with American history. 

Grade VIII: The study of United States history completed; 
incidental attention to European history as directed in Grade 
VII; the civil government of the United States, of Massachusetts 
and of BrookUne. 

Grade IX: The history of England. 

Along with these requirements are some helpful suggestions 
to the teachers, which include the following: In Grades IV-V, 
oral and written reproductions of most interesting portions read; 
in Grade VI, no lessons in History to be assigned, but reproduc- 
tions to be called for as in Grades IV and V; in Grade VII, 
teachers are cautioned against giving too much time to the period 
of discoveries and explorations; in studying the colonial period, 
special attention should be given to the history of Massachu- 
setts, New York, Pennsylvania and Virginia; lessons should be 
assigned, learned and recited in accordance wnth a topical outhne 
prepared by the teacher. 

All these suggestions are worth while because they help the 
teacher to make an intelHgent use of the Course of Study, not only 
in the material she selects and emphasizes, but in her method of 

268 



The Common Branches 269 

handling such material. These suggestions, few as they are, 
must result in better teaching than would be likely if they were 
not made. But there are not enough of them. Even if all the 
teachers of History were experts in that field of study, they should 
understand, with more definiteness, the material which they are 
to emphasize and something of the spirit and method which they 
are to apply to its use and interpretation. But of course only a 
small percentage of the teachers in the elementary schools of 
Brookline or any^vhere else are special students of history or have 
even an extended knowledge of the subject. 

It is, therefore, of the first importance that at least minimum 
requirements of a definite nature should be made in all the grades 
where History is taught. The teacher has a right to know, in 
the interests of the better teaching of her pupils, what "stories 
from American history" are worth teaching, what "lives of 
persons famous in American history" should be chosen, and what 
events should be selected to typify the great man's life and work. 
In these grades, IV and V, it is quality rather than quantity that 
must prove effective. What does the special story teach about 
life that we wish the pupil to learn in the interpretation of his 
own as it is related to other human lives? What special achieve- 
ment characterized the Hfe and work of the chosen lead.er, hero, or 
patriot? And the selection of material, of course, is of the first 
importance in Grades VI to IX also. In all these grades repre- 
sentative men and typical events should receive emphasis and, 
to insure this, definite recommendations and suggestions should 
be made so that the teachers may know what is expected of them. 

Such a Course of Study is planned in Brookline for Geography 
and Arithmetic, and it is just as much needed, and for the same 
reasons, in History. Nor does it hamper the teacher's individuality 
and freedom in the one case any more than in the others. 

As was to be expected with such an indefinite Course of Study, 
the Survey Staff found some of the teachers putting undue empha- 
sis upon insignificant topics. They were wasting time upon facts 
and events having little educational value. In some classes there 
was not enough made of the ethical amplifications of the facts 
studied. The teachers, in such cases, did not seem to realize that 



270 School Survey of Brookline 

they were interpreters, for their pupils, of the Uves of men who 
now hve only in what they said and did — that through the study 
and knowledge of such men the pupil is to come to understand his 
own hfe as it is related to the hves of other human beings. 

But much of the teaching observed was of a high order of 
excellence, so far as the handhng of the material goes. Many of 
the teachers — and this was especially noteworthy in the work 
in English history in the ninth grade — had the material well in 
hand, laid emphasis upon what was worth while. They also in- 
sisted upon clear and definite knowledge on the part of their 
])upils. The pupils had been required to make careful prepara- 
tion of the lesson and they recited with considerable freedom and 
in unusually good EngUsh. In fact, they evidently knew that 
none but good language would be accepted. Moreover, almost 
invariably in discussing events having a geographical significance 
the wall map was used. This feature of the work is to be highly 
commended. 

There was often a special effort to make the pupils think by 
encouraging them to criticize and question each other. This, in 
some cases, was well done, but in others the questions and answers 
moved slowly, and much time was consumed upon rather un- 
important and sometimes trivial things. Still, the method, skil- 
fully used, is of value, because it helps to prevent the recitation 
from falling into a dull routine. Of this, we are glad to say, but a 
little was seen in any school. A large proportion of the recita- 
tions were characterized by spontaneity on the part of both 
teacher and pupils, and in ahnost every case there was a fine 
responsive spirit in the schoolroom. The children were evidently 
contented and happy. 

The History teaching which was observed in the high school 
was good, some of it remarkably good. It was evident that the 
teachers had set a high standard of effective work and that the 
larger part of the students were trying to reach this standard. 
The pupils were not weighed down with excessive note-taking, 
but were taking notes in an intelligent and purposeful way. As 
an example of this, a pupil would recite on some special topic which 
had been assigned to him and for which he alone was held respon- 



The Common Branches 271 

sible. During the recitation period he stood, unaided, before the 
class and told, in his own way, the results of his investigation and 
the books from which he had obtained his facts. While he was 
talking the rest of the class took notes and, when he had finished, 
his classmates closely questioned him on points made in his report. 
Such questions naturally led to more or less debating, in which 
many boys and girls gave evidence of clear thinking and intelhgent 
interest. The notes which the pupils took were to be handed in 
later. The subject matter assigned to the entire class for the 
recitation was discussed in an informal but thorough and vital 
way. This work was far removed from formal, cut-and-dried 
routine. It was stimulating, and it involved as good thinking as 
work in science or mathematics demands. 

AVhat has just been said as to method, in both the elementary 
grades and the high school, indicates that, on the whole, the teach- 
ing that came under observation was unusually good, so far as 
the handhng of the material selected was concerned. 

The chief need to be pointed out is a more detailed and 
definite Course of Study. This might to advantage be worked out 
in conferences by the teachers themselves. Meanwhile the 
course outhned by the Committee of Eight of the American His- 
torical Association might be suppHed at small expense. 

Report on the Results of Standard Tests in the 
Grammar Schools op BROOKLINE. 
Purpose of the Report. 

The purpose of this report is to present and interpret the 
results obtained from a series of standard tests which were given 
in the several grammar schools of the town. The report will 
concern itself for the most part with a comparison of these results 
with those obtained in other schools and school systems. This, 
however, is by no means the only use to which the results may 
be put, and other facts of interest which they have shown will 
be presented from time to time. 

Limited Scope of the Report. 

A word of caution is perhaps necessary to the reader. We 
have not come in our work with the standard tests to the point 



272 School Survey of Brookline 

where we can say definitely what we should expect the average 
child in any grade to do with them. Results obtained in some 
places have been unquestionably too low, showing an inadequate 
training in some of the subjects. But in other schools it has 
seemed likely that the results obtained were too high, indicating 
an over-emphasis on the formal side of school work. In other 
words, while we have succeeded in some measure in standardizing 
the tests, we have not yet standardized accompHshment in them, 
and we are still gathering data for this purpose. To this end 
the Brookline results will be contributory. 

There is another limitation to the scope of this report. It 
can only determine and present the attainments of the pupils 
who are actually present in the schools. It may be that some 
of the classes are recruited from a school population which is 
inferior, in which case it would be unfair to hold a school entirely 
responsible for the work of the pupils. It is also possible that 
there may be by chance in some of the grades a relatively superior 
or a relatively inferior group. These facts could be determined 
by supplementary mental testing, but such investigations are 
beyond the scope of the present report. It may be said that 
with the large number of pupils in the BrookHne schools it is not 
probable that any of the above possibihties have a serious effect 
on the results. 

Giving of the Tests. 

All the testing was done between the fourth and the thirteenth 
of December, 1916. The schools had opened later than usual, 
and had been in session only about a month when the tests were 
given, so that the attainments of the pupils were probably ap- 
proximately what they had been at the close of the previous 
year.* Because of this e^ch grade was set back a year; that is, 
the results of the ninth grade were considered as of the eighth 
grade, and so on. 

*A previous study by the same investigators brought out the fact that 
there is Httle difference in the attainments of pupils as a group at the end of 
one year and the attainments of the same pupils as a group at the beginning 
of the next fall term. This was not only found to be the case in the class 
averages, but there was also a high correlation beween the attainments of 
the individual pupils in the two sets of tests. 



The Common Branches 273 

Most of the tests were given by two investigators well trained 
in the work. The only exception to this rule was that the teachers 
gave the Spelling, each in her own grade. In general, the use 
of a small number of testers is a thing to be desired, as it makes 
for greater uniformity. 

The testing was so arranged as to guard against all possible 
effects of fatigue. No grade was given all of its tests on the 
same day, and in nearly every case at least an hour was allowed 
to elapse between two testing periods. The two Arithmetic 
tests were given on different days. 

Because such studies as these must necessarily upset the 
even tenor of the school, it is true in some cases that the pupils 
cannot do themselves justice in the tests. Every effort was 
made to guard against this in the BrookUne schools, and it is 
believed that the attitude of the pupils toward the tests was 
not much different from their attitude toward tests given by 
their own teachers. The hearty co-operation of the teachers 
helped greatly in this respect. 

Tests Used. 

The tests given in this Survey were only such as have become 
recognized standards; that is, they were such tests as have 
been worked out in some detail, and such as have been used in 
previous investigations of a like nature. This latter criterion 
is especially desirable in order that there may be figures for 
comparison. 

A list of the tests is given below. They will be described 
in detail later in the report. 

Tests Used in the BrookUne Survey. 

1. Arithmetic Tests: 

(a) Courtis tests in the four fundamental operations. 

(b) Stone reasoning test. 

2. Spelhng Tests: 

(a) Words from Aycrs' lists. 

(b) Words from Boston lists. 



274 School Survey of Brookline 

3. Penmanship Tests: 

(a) Holmes test for speed of handwriting. 
(6) Holmes test for quality of handwriting. 

4. Reading Tests: 

(a) Holmes test for speed of silent reading. 
(h) Holmes test for quality of reproduction. 

5. Composition Test: 

Compositions rated on the Harvard-Newton scale; 

Correction of Papers. 

The correction of the Arithmetic, Spelling, and the speed 
of silent Reading was done by the teachers, each of whom cor- 
rected the papers from her own room. The Reproduction, Pen- 
manship, and Composition tests are of such nature that they 
can be more efficiently and economically corrected by those who 
have had considerable training in the work. This method was 
therefore, adopted. 

Presentation of Results. 

The results of this study are presented in two different ways. 
In the body of the report there are tables showing the Brookline 
results, together with those obtained in other school systems. 
These results, with the exception of those from the Spelling tests, 
are expressed in terms of the median* rather than in terms of 
the average scores. This is partly because the median is much 
more easily found than the average, and partly because the 
results with which it is desired to compare those of Brookline 
are also given in terms of medians. 

In the appenchx there is a much more detailed presentation 
of the results, which includes the average or mecUan scores of the 
separate schools and rooms, together with their variations. A 
wealth of material was secured in the testing, and it seemed to 

*The median is simply the middle score when all are arranged in order 
of their magnitude. If the series contains an even number of items the median 
is the same score as it would be if one more item were added to the upper end 
of the series. Thus, of the series 4, 5, 7, 9, 10, 11 and 15, the median is 9. 
Of the series 10, 11, 12, 15, 18 and 21, the median is 15. 



The Common Branches 275 

be advisable to present it in this manner for the further study 
of any who might be interested. 

Number of Pupils Tested. 

The number of pupils tested must be considered, because 
the reliability of any average or median is dependent in part 
upon the number of items which enter into it. That is, an average 
based on 100 items is more reliable than one based on 50 items. 
The technical reason for this need not be considered here. 

In Brookline the grades are all large enough so that the 
reliability of the averages and medians need not be questioned 
on account of the numbers. The central tendencies of the com- 
bined grades based on 250 to 300 items are undoubtedly reliable 
on this score. 

Ages of Pupils Tested. 

Another important consideration is the ages of the pupils 
taking the tests. For i bsolutely fair comparison the median 
ages of the pupils of any systems or schools compared should be 
the same. If a grade is composed of older pupils it is likely to 
be a relatively inferior grade, and, conversely, it is likely to be 
relatively superior if it is composed of younger pupils. 

The Brookline schools as a whole seem to be composed of 
pupils of the same ages, as are the schools with which they are 
compared, as far as it is possible to obtain data in regard to the 
latter. There are two notable exceptions, however, for the 
pupils of the Heath and Lincoln Schools are, from the fifth grade 
on, a year older than the pupils of the other schools. There is 
also one ninth grade in the Devotion School in which the pupils 
are a year younger than the rest. These facts should be taken 
into consideration when inter-school or inter-room comparisons 
are made. 

It is interesting to note that when all the grades are com- 
bined the age medians progress regularly, starting at 10 years 
in the fourth grade, and reaching 14 years in the eighth. On this 
basis it may be assumed that the age of entering the first grade 
is approximately six years. 



276 School Survey of Brookline 

Results in Arithmetic Tests. 
(a) Courtis Tests in the Four Fundamental Operations. 

The examples used in this test were the same as those used 
in the Des Moines, la., survey, which are no different in prin- 
ciple from the standard Courtis Tests, Series B. 

The test is carried out by giving each child a folder which 
contains 24 examples for each operation: addition, subtraction, 
multiplication, and division. There is a definite time allotment 
for each set. At a signal by the tester all the children begin to 
work simultaneously on the first set, and they continue until 
time is called. Then the same method of procedure is used for 
each of the other sets in turn. 

In correcting the papers, the number of examples done by 
each child is counted, and also the number that each has done 
correctly. From these figures it is possible to get both the speed 
and the per cent of accuracy of the arithmetical work. 

The following tables show the Brookline results in comparison 
with the latest standards pubhshed by Mr. Courtis. These 
standards were obtained by giving the tests to several thousands 
of pupils in many different schools and school systems all over 
the country. 

TABLE NO. 1. 

Speed of Addition in Courtis Tests. 

Grade IV V VI VII 

Brookline schools (examples done) .... 8 8 

Courtis Standards (examples done) . . 6 8 10 11 

As the table shows, the BrookUne median equals the standard 
in the fifth grade, but no advance is made in the sixth grade, and 
so this median falls a grade behind the standard. 

The same condition is found in the different schools, and the 
Heath School is the only one to equal or surpass the standards in 
both grades. In the Lawrence School the situation is peculiar, 
for the fifth-grade median equals the sixth-grade standard, while 
the sixth-grade median is only equal to the fifth-grade standard. 

There is a fairly wide divergence between the attainments in 
the different schools, for the medians in each grade range from 



V 


VI 


VII 


62% 


67% 




70 


73 


75% 



The Common Branches 277 

seven to 10. There is also some divergence in many cases where 
there are t^^o sections of one grade in the same school. This latter 
may be due to the fact that the pupils are put in sections according 
to their abilities. 

A study of the distributions of the indi\ndual scores and of 
the variations of the medians shows that, for the most part, the 
pupils are not grouped very closely in their abihties to do this test. 

TABLE NO. 2. 
Accuracy of Addition in Courtis Tests. 

Grade IV 

Brookline schools 

Courtis standards 64% 

The Brookline schools fall more than a grade behind in 
accuracy of addition. 

The same condition is found among the different schools, 
although Lawrence and Driscoll slightly exceed the standard. 

Again, there is a rather wide range of variation between the 
schools, as the medians range from 50 per cent to 71 per cent. 
The low figures mean that some schools and sections fall at least 
two grades behind. 

TABLE NO. 3. 

Speed of Subtraction in Courtis Tests. 

Grade IV V VI VII 

Brookline schools (examples done) 8 9 

Courtis standards (examples done) . . 7 9 11 12 

In this test the Brookhne schools fall half a grade behind in 
the fifth grade and a whole grade behind in the sixth. 

In the fifth grade the Heath School is the only one which 
equals the standard, while all the other schools fall at least half a 
grade behind. In the sixth grade no school equals the standard 
median. 

The variation between the different schools is not quite so 
large in this test, although it still amounts to as much as two 
examples. 



278 School Survey of Brookline 

TABLE NO. 4. 
Accuracy of Subtraction in Courtis Tests, 

Grade IV V VI VII 

Brookline schools 75% 80% 

Courtis standards 80% 83 85 86% 

As to accuracy of subtraction, Brookline falls about two 
grades below the standards in both grades. 

The Runkle and Devotion Schools exceed the standards, but 
all other schools fall below them. This means that there is again 
considerable variation in the attainments of the pupils of the 
various schools. 

It is rather an interesting fact that three of the schools, Heath, 
Lincoln and Runkle, show sHghtly greater accuracy in the fifth 
grade than in the sixth. 

TABLE NO. 5. 

Speed of Multiplication in the Courtis Tests. 

Grade IV V VI VII 

Brookline schools (examples done) ... 6 6 7 

Courtis standards 6 8 9 10 

Here again we find that Brookline is from a grade to a grade 
and a half behind the standards. 

Among the various schools there is only one section that 
equals the standards. 

Variation among the schools is less in this test, especially in 
the sixth grade, where the school medians differ by not more than 
one example done. This same fact holds true for the sections of 
the grades within the school in all cases except the Devotion fifth 
grade, where the difference is two examples. 

TA.BLE NO. 6. 
Accuracy of Multiplication in Courtis Tests. 

Grade IV V VI VII 

Brookline schools 67% 75% 

Courtis standards 67% 75 78 80% 



The Common Branches 279 

The table shows that Brookline schools are exactly a year 
behind the standards in both grades. It should be noted, how- 
ever, that the fifth and sixth-grade standards are very close. 

Among the different schools we find some which equal or 
surpass the standards. This is notably true in the Runkle School. 

There is again wide divergence of attainment both between 
different schools and between different sections within the schools. 

In three of the schools, Heath, Lincoln and Runkle, the fifth- 
grade median equals or surpasses the sixth. 

TABLE NO. 7. 
Speed op Division in Courtis Tests. 

Grade IV V VI VII 

Brookline schools (examples done) .... 6 8 

Courtis standards (examples done) . . 4 6 8 10 

In speed of division the Brookhne schools are exactly equal 
to the standard scores. Only three of the 20 different grades and 
sections fall below the standards, while eight grades and sections 
exceed them. 

Variations in the medians amount to only one example in 
the sixth grade, but in the fifth grade a variation of two examples 
is common. 

TABLE NO. 7. 

Accuracy of Division in Courtis Tests. 

Grade IV V VI VII 

Brookline schools 807o 88% 

Courtis standards 57% 77 87 90% 

As the table indicates, Brookline schools are slightly above 
those from which the standards were obtained. 

Among the various schools only the Pierce fifth grade is 
decidedly behind the standard. On the other hand, the Runkle 
School makes a remarkable record with a median of 100 per cent 
in both grades. This means that half of the pupils made perfect 
scores. The Lawrence sixth-grade median is also a grade ahead 
in this test. 



280 School Survey of Brookline 

Because of the high Riinkle scores, the extreme variations 
between the schools are high, with a range of from 67 per cent to 
100 per cent. 

Summary. 

Taken as a whole, the Brookline schools fail to reach the 
Courtis standards in either speed or accuracy of addition, sub- 
traction and multiplication, while they exceed the standards 
slightly or equal them in division. 

Among the various schools there is considerable variation in 
both speed and accuracy of work, and a like variation exists be- 
tween sections of the same grades in the same schools. As has 
already been pointed out, this latter variation may be due to the 
fact that in some of the schools the sections are made up by sepa- 
rating the pupils according to their abilities. 

There seems to be some slight relation between the speed and 
accuracy of the work. That is, the schools in which the pupils 
do, on the average, a larger number of examples seem to be those 
in which the percentage of accuracy is greater. The exact relation 
could be determined by a correlation study. 

(6) Stone Reasoning Test. 

This test consists of a set of twelve problems of graduated 
difficulty. The pupils are given a folder containing these prob- 
lems, and exactly fifteen minutes is allowed them in which they 
work as many of the problems as they can. 

In correcting the papers the pupils are credited with a certain 
problem value for each right answer. These problem values have 
been determined and assigned by Dr. Stone, and they vary from 
1.0 to 2.0 according to the difficulty of the problem. A pupil's 
score is found by adding all the credits he has received. 

The following table shows the median scores of the Brookline 
schools in comparison with scores obtained in a number of systems: 



VI 


VII 


5.2 




9.4 


11.0 


3.9 


5.8 


4.6 


8.1 


G.4 


8.6 


4.0 


6.4 



The Common Branches 281 

TABLE NO. 8. 

Stone Reasoning Test. 

Grade V 

Brookline schools 4.0 

Starch standards 7.8 

Butte, Mont 2.2 

Laporte, Ind 3.4 

Salt Lake City 3.7 

Boston, 1916 

The table shows that the record of the Brookline schools is 
appreciably better than most of the standards. In some cases 
the Brookline medians are more than a grade ahead. The Starch 
standards are the only ones that are above the Brookline median. 

As in the Courtis tests, there is considerable variation in the 
results from the different schools, and in the results from the 
different sections in the same school. 

Another problem in variation arises here. The median varia- 
tions in some of the schools and sections are so great as to affect 
rather seriously the reliability of the medians. Just how great 
this effect is it is impossible to say. It may be noted, however, 
that the higher scores are, for the most part, more reliable than the 
lower ones. 

The De^'otion and Runkle Schools have the highest scores, 
and the Lawrence School ranks close behind the latter. 

Spelling Tests. 

The Spelling tests consisted of 20 words from the Ayers 
spelKng scale and 10 words from the Boston spelling lists. 
These words were pronounced both singly and in sentences by 
each teacher in her own room. 

An extra grade was taken in these tests, so that scores are 
presented from the fourth grade as well as the later grades. 

Comparisons are made in terms of per cents this time, as it 
is on this basis that the standards are expressed. 



282 School Survey of Brookline 

TABLE NO. 9. 
A. Words from the Ayers Scale. 

Grade IV V VI VII VIII 

Brookline 84% 87% 89% 90% 86% 

Ayers standard 79 79 79 79 79 

Missouri Tr. schools 64 78 74 73 77 

B. Words from the Boston Lists. 

BrookUne 61% 69% 84% 66% 80% 

Missouri Tr. schools 42 58 55 45 57 

In Spelling, the Brookline schools are decidedly above the 
standards. This is not only true of the schools as a whole, but 
in the different schools and sections as well, for only two or three 
sections out of 50 fail to surpass the Ayers standards. 

The work with the Boston words is not so good, but this was 
to be expected because the words are harder and not so familiar 
to the pupils. The Boston scores with these words run from 86 
to 95 per cent, but this is only after the words have been studied 
for one or two lessons. Considering this fact, the Brookline record 
is very satisfactory. 

There is not so much variation in the Spelling as in the Arith- 
metic tests, as none of the schools, with the possible exception of 
the Devotion, made a record that was uniformly better than the 
rest. 

Penmanship Tests. 

The Holmes test for speed and quality of writing was used 
in this investigation. In this test a short sentence involving all 
the usual letter combinations, but made up of familiar words, is 
written repeatedly for a one-minute and a four-minute period. 
The sentence is practically learned by each child before the writ- 
ing begins, so that little time is lost because of forgotten copy. 

The pupil's speed of writing is obtained by finding the average 
number of letters per minute he writes in the two periods. 



The Common Branches 283 

TABLE NO. 10. 
Speed of Writing. 

Grade V VI VII VIII 

Brookline schools 76 87 90 98 

Newton, Mass 73 85 94 102 

Missouri Tr. schools 80 92 92 102 

These scores are in letters per minute. 

In this test the Brookline medians are very close to those 
which have been chosen for comparison. It may be that there is 
a tendency to fall behind in the two upper grades but, if so, it is 
very slight. 

As in most of the other tests, there is considerable variation 
in the medians of the various schools. These range from 12 letters 
per minute in the fifth grade to 29 letters per minute in the eighth. 

The quality of writing was determined by rating three samples 
of each pupil's writing by means of the Ayers handwriting scale. 
These samples were, first, the writing that the pupils had done in 
the four-minute speed test; second, the copy of a short story written 
by the pupils from dictation; and third, the "reproduction" 
paper from the reading test. In the latter case the pupils were 
not told that the paper was to be graded for penmanship. 

In correcting the papers, each was rated independently by 
two examiners, and the two ratings were averaged for the score of 
the paper. For the final quality mark the average of the scores of 
the three different papers was calculated. 

TABLE NO. 11. 
Quality of Writing. 

Grade V VI VII VIII 

Brookline schools 44 46 47 49 

Newton, Mass 48 51 50 53 

Missouri Tr. schools 41 42 45 47 

Cleveland, O.* 45 48 50 55 

Starch standards* 43 47 53 57 

South Bend standards* 50 50 60 60 

*The test given this test was not the Holmes_test, but the rating was 
done on the Ayers scale. The scores in the table express quality of writing 
in terms of the Ayers scale. 



284 School Survey of Brookline 

In quality of writing Brookline does not fare so well as in 
speed, as the table shows that the medians are below the standards 
in most cases. In the two upper grades the Brookline scores fall 
at least a grade behind. 

It is a rather interesting fact that the differences between the 
scores of the various schools are in many instances greater than 
the differences between the medians of successive grades. This 
again shows wide variations between the schools. 

There is, in spite of this wide variation, no one school in which 
the writing seems to be consistently better or poorer than in the 
others. 

In the work of correcting the papers it soon became very 
evident that the quality of the writing varied quite decidedly in 
the different tests. To show this, the following table was made 
out: 

TABLE NO. 12. 

Quality of Writing in Different Tests. 

Grade V VI VII VIII 

Speediest 40 43 45 45 

Reproduction test 43 45 45 48 

Dictation test 48 50 50 53 

Average 44 46 47 49 

This table shows that the quality of writing in the dictation 
test was markedly better in every grade. The indication seems 
to be that the pupils do not write as well when their attention is 
not particularly fixed on the quality of their writing. It is likely 
that the scores on the reproduction test are of the most importance 
because these show the quality of the pupils' ordinary writing. 

Holmes Reading Test. 

A short story built around 35 ideas is the basis of the 
Holmes test. A printed slip is given the pupils, and they are 
allowed to read as much as possible in a hmited time. From this 
the number of words read per minute by each pupil is computed. 

After this limited period the pupils are allowed to finish the 
story. Then the printed slip is taken away from them and they 



The Common Branches 285 

are asked to write the story in their own words. Their papers are 
graded on the basis of the number of ideas reproduced. 

Finally, a series of questions on the main points in the story 
is given, and the pupils are asked to write the answers. These 
papers are graded on a percentage basis according to values as- 
signed to the various questions. 

TABLE NO. 13. 

Speed of Silent Reading. 

Grade V VI VII VIII 

Brookline schools 249 2S3 309 294 

Holmes standards 249 276 309 309 

These scores are in words per minute. 

The Holmes standards were obtained from the results of testing two 
or three thousand pupils in various jiarts of the country. 

In this test the Brookline scores are very near the standards. 
They are somewhat above in the sixth grade, and a little below in 
the eighth. These differences, however, are not great enough 
to be of significance. The drop in the eighth grade is largely due 
to the low scores in one school. 

The variations in the various medians are very great. In 
every grade the variations are greater than between the successive 
grades. 

In some of the grades where the medians are high, a study of 
the distributions shows that the individual scores do not cluster 
closely around some central point, but are very widely spread out. 

TABLE NO. 14. 

Quality of Reproduction of Passage Read. 

Grade V VI VII VIII 

Brookline schools 57% 57% 57% 60% 

Holmes standards 54 54 60 60 

In the fifth and sixth grades the Brookline scores are a shade 
better than the standards, but this advantage is lost in the seventh 



286 School Survey of Brookline 

and eighth grades. The differences are not great in any grade, 
however. 

Differences between schools and sections are again large and 
frequent. 

The Pearson coefficient of correlation between the speed of 
reading and the quality of the reproduction of the passage read is, 
in the eighth grade, —.05. This means that there is practically 
no relation between the speed of reading and the ability to re- 
produce what is read. Looking at it in another light, it means 
that a high or a low score in one test is no criterion by which to 
estimate the score of the same individual in the other. This find- 
ing is contrary to the general belief concerning this matter . 

TABLE NO. 15. 

Answers to Questions on Passage Read. 

Grade V VI VII VIII 

Brookline schools 62% 64% 68% 73% 

Holmes standards 63 69 72 73 

The scores of the schools as a whole are slightly below the 
standards. 

Variations are present as in all of the other tests, and some few 
of these run as high as 15 per cent. 

Composition Test. 
In carrying out this test the pupils were simply asked to 
write a composition on any one of three assigned topics. These 
topics were such that the pupil had a wide range for choice, while 
the product was kept fairly uniform. 

TABLE NO. 16. 

Composition Medians. 

Grade VI VII VIII 

Brookline schools 61 . . 70 

Newton, Mass 75 75 

Bloomington, Ind 61 67 

Port Townsend, Wash 53 58 

Medians are expressed in terms of the Harvard-Newton composition 
scale. 



The Common Branches 287 

In comparison with the standards, the Brookhne scores in 
this test are good. They are not quite up to the Newton scores 
upon which the scale is based, but the difference is not great. It 
is noticeable that the Brookline sixth-grade score is a grade ahead 
of some of the others. 

There is as little uniformity in composition writing as in any 
of the other subjects, and the range of variation is especially 
large in the sixth grade. 

In both grades scores of the Heath School are especially high, 
while those of the Lincoln are consistently low. 



CHAPTER IX. 

THE SPECIAL BRANCHES. 

Drawing and Handwork in the Primary Grades. 

The fact that in the Course of Studies Drawing and Hand- 
work are outhned together gives recognition of the close relation 
existing between these two subjects. In the first four grades, 
their subject matter and thought content have much in common. 
AVhen the children make illustrative drawings of Indian life, 
it is suggested that they construct an Indian camp. In general 
practice much instruction in Drawing may be related to other 
subjects than Handwork, and Handwork may be related to 
Arithmetic, Reading, History, Geography, Nature Study, as 
well as to Drawing. But on the other hand, certain parts of Draw- 
ing and Handwork may be taught to advantage without relation 
to other subjects. 

Drawing, as outlined in the Course of Study, suggests con- 
tacts with a rich fund of educative material. The work as ob- 
served in the schools seems to be well balanced as a means of 
expression, for appreciation of fine things in art, and for such 
applications as children can make. Greater possibihties, how- 
ever, might be realized in correlating Drawing with other subjects 
in the curriculum. There is evidence of a desire on the part of 
the Drawing teacher to establish relations between Handwork, 
Nature Study, History and Reading, but there is a lack of such 
supervision as would be necessary for more complete realization 
of possibilities in this direction. There seems to be no super- 
vision of the primary Handwork. Some help is given by the 
Drawing teacher, but as she is directing the Drawing of nine 
grades, she can do little for the Handwork. As the Manual 
Training teachers have full-time schedules in teaching Bench 
Work to the upper grades, they can render little assistance to 
the primary teachers. Furthermore, the help of Bench Work 

288 



The Special Branches 289 

teachers without special training for supervision of primary hand- 
work, would be inefficient. 

Then, too, the outline provides for Handwork in a very narrow 
range of materials. Paper and a limited amount of clay or plasti- 
cine are practically the only materials suggested for Handwork 
in the first three grades. In the fourth grade, cardboard con- 
struction for boys and needlework for girls is provided. Un- 
questionably some ideas in construction can be taught with paper 
and some experiences in its manipulations have value. But, 
one hour a week for three years devoted so largely to work in 
paper can hardly be justified. With much greater profit there 
could be taught many vital educative facts concerning the life 
of the child, such as the clothes he wears, the house in which he 
lives, the traffic on the street, and the food he eats. These educa- 
tive facts suggest a great variety of materials. With this wider 
range of materials and thought content, greater powers for crea- 
tion and expression would be developed, more significant facts 
would be taught, many opportunities for relating school work to 
actual things in the child's life would occur, and greater interest 
would be secured. To enable the primary teachers to do this 
work successfully supervision would be necessary. Observations 
in the schools indicate that even the hmited possibilities suggested 
in the outlines are not generally carried out. In one or two schools, 
however, some special work is being developed experimentally. 

The needs for supervision for both Drawing and Handwork 
in the primary grades might be met by the appointment of one 
person as a primary Drawing and Handwork assistant who would 
represent both departments in working with the primary teachers. 
The school manual lists 46 classes of grades one to four inclusive, 
and seven other primary classes that do not receive instruction 
from a Manual Training teacher, making a total of 53 classes that 
could be adequately assisted by a properly trained supervisor. 

Drawing in the Grammar Grades. 
The Drawing in the grammar grades, as in the primary 
grades, shows the same broad aims for applying the instruction 
to the living conditions of the pupils, giving appreciation of fine 



290 School Survey of Brookline 

things in art and for increasing ability to use Drawing as a means 
of expression. The results of the work attempted compare 
favorably with those of other school systems. Frequent instances 
were found where the Drawing was related to the general academic 
studies. Pupils who continue Drawing in the high school give evi- 
c ence of previous training in the grades. 

Considerable limitation results, however, from the fact that 
practically all of the Drawing is expressed on paper. There seems 
to be no correlation between the Drawing on the one hand, and 
Manual Training, Sewing and Domestic Science on the other. 
If problems in design for such various activities as household 
decoration, printing, metal work, wood work, and cement could 
be worked out with the teacher of Drawing, and then applied in 
the activities, the function of Drawing would be considerably 
broadened. At present, all of the Drawing in primary and gram- 
mar grades is directed by one teacher without the help of assist- 
ants. Under a departmental organization the upper grade Draw- 
ing could be taught to l>etter advantage and without added ex- 
pense by a special teacher. If a Junior High School is organized, 
a properly equipped studio and special teacher will be available. 
The need for a supervisor of Drawing in the primary grades should 
be considered in connection with the problem of directing the 
grammar school Drawing. 

Domestic Science and Domestic Art in the Grammar 

Schools. 
Domestic Science as taught in the grammar schools of Brook- 
line is quite typical of what is usually done in this line of work. 
It is taught on the laboratory basis. In some of the schools there 
is an attempt to adjust the course to the needs of the girls by 
emphasizing the preparation of plain foods, and by giving oc- 
casional experience in serving a simple meal. In one or two 
places, housekeeping lessons are given by using a limited dining 
room and bedroom equipment. Within the limitations of the 
laboratory type of instruction, the instances cited above are 
commendable as an attempt to meet the home needs of the girls 
so far as conditions permit. 



The Special Branches 291 

The Sewing is of the type that is common in most city school 
systems. From the beginning emphasis is put on neatness and 
painstaking care in the processes. There is a tendency to make 
the work somewhat formal. As with the Cooking, there is an 
attempt to adjust the work to the needs of the different groups of 
girls. 

It would be possible to develop far more practical work in 
Domestic Science and Domestic Art if the upper grammar school 
grades were brought to one center. A model suite of rooms 
would be available. Lunch requirements would offer many 
opportunities for practical cooking. A recognized center for the 
production of girls' work would be developed as, for example, 
simple millinery and garment making. The opportunities given 
to the girls at the present vary in the different schools. All 
girls in one school do not have the same needs. A central school 
or Junior High School would make it possible to give each girl the 
kind of work and the amount of work that would be of advantage 
to her. 

Maktual Training in Grades V to IX. 

A study of the Manual Training in Brookhne presents several 
varying factors. The time allotted to certain grades is not the 
same in each school. In the Lincoln School a man instructs the 
boys in shop work. In other schools, Manual Training instruc- 
tion is given by women. Each teacher has a different Course 
of Study. An equipment of wood-turning lathes is provided for 
the eighth and ninth grades in the Lincoln School. The lack 
of uniformity in the amount of time devoted to Manual Training 
in the different schools and in the distribution of time to the 
various grades is indicated by the following table. 

Grades to which Manual Training is Taught and the 
Allotment of Time for it in the Six Schools 

Pierce Heath Runkle Devotion Lawrence 

% hour 

1^4 hours l}/^ hours 1^ hours 1^ hours* 1% hours 

1^ hours IH hours labours* 1% hours* 1% hours 

2 hours* 1 % hours 1 % hours* 1 % hours* 2 hours 





Lincoln 


V 


1 hour 


VI 


1 }/2 hours 


VII 


1 H hours 


VIII 


2 hours 


IX 


2 hours 


*Alternate weeks. 



292 School Survey of Brookline 

Practically all of the Manual Training taught in the school 
shops consists of wood work supplemented by a small amount of 
work in thin sheet brass. This affords very little variety. The 
aim of the instruction seems to be largely disciplinary, and in 
most cases the methods are formal. Each teacher holds to a 
somewhat rigid course of models or exercises such as plant label, 
plant stick, coat rack, and coat hanger. The details of these 
models are fixed, no individual variations being suggested. The 
emphasis of the instruction seems to be on accuracy, neatness 
and precision in working wood. Strict obedience in following 
detailed directions is usually insisted upon. Little opportunity 
is given the child to exercise initiative or inventiveness. Indi- 
vidual expression seems to have outlet in but two directions 
either by failure to meet exacting requirements, or in a few in- 
stances where the child may be allowed to select the design that 
is to be applied. An exception to the above statement should 
be made in the case of work observed at one of the schools. 

The Manual Training work in Brookline is quite typical of 
shop work in many towns and cities. Manual Training in the 
schools is justified for its practicality, concreteness, and reality 
as supplemental to abstract book learning. It is unfortunate, 
therefore, that in so many school 'systems the shop work in the 
school in no way represents shop work outside of the school. 
In the Brookline schools, as in many other places, special shop 
processes and products of a distinctly academic type have been 
developed. The product of this type turned out in the Brookline 
Manual Training shops appears to be as good as that produced 
in schools elsewhere. In some instances the work by classes is 
considerably better than average work. As practical shop work, 
however, there is little in it that can interest boys in mechanical 
work. If boys are to be interested in mechanical processes they 
must be brought in contact with them on a realistic basis. To be 
real to boys the processes used in school should resemble processes 
used out of school. Experiences limited to wood, however, are 
not likely to stimulate interest in mechanical processes in other 
materials. The educative possibilities of a single material are 
too circumscribed to justify the spending of one and one-half 



The Special Branches 293 

to two hours per week for three to five years upon it. In this 
part of New England wood work is not as typical as metal work, 
and in some communities the leather and textile industries are 
far more typical. Many materials and processes compare quite 
favorably with wood work in offering educational experiences. 
Then too, the local industrial significance of materials and pro- 
cesses has considerable bearing on their educational value in school 
work. To be educative in a true sense, work in school shops 
should be both real and typical. The relation between what is 
clone in school and in the world should be obvious to the child. 
The making of wood projects b}^ a slow painstaking process, which 
consumes many hours of time, when the child realizes that these 
same projects may be purchased in the five and ten-cent store, 
cannot give an impression of reality. On the other hand, if the 
typical home life of the child is considered in connection with 
the book type of education, the need for some agency to overcome 
one-sided development becomes apparent. 

Brookline's location in the metropolitan district suggests 
that the Manual Training activities in the schools should repre- 
sent the varied and significant activities of the city. A cultural 
education would not be complete that did not acquaint the indi- 
vidual with the typical activities of his environment. The 
Boston metropolitan district is the environment of Brookline 
children. So far as Manual Training in the schools is concerned, 
the children of BrookHne are deprived of contact with the wonder- 
ful and varied activities going on about them. 

A selection of Manual Training activities, that would give the 
children an intelligent appreciation of their own environment and 
at the same time develop powers of initiative in thinking and 
doing, could be based on a study of local activities that are signifi- 
cant and adaptable to school concUtions. Such activities as trans- 
portation, communication, printing, building construction, metal 
work, electrical work furnish a partial list of possibilities for 
Manual Training in the Brookline schools. While transportation 
is studied simple cars and track could be worked out in soft metal 
casting, sheet metal, and wood. The telegraph and telephone 
could represent communication. If the organization is to re- 



294 School Survey of Brookline 

main as at present a simple inexpensive printing equipment 
should be installed in each grammar school and operated as part 
of the Manual Training, otherwise in the Junior High School. 
Practical carpentry and cement jobs which offer valuable educa- 
tive experiences can usually be found about the school plants. 
Simple metal and electrical projects are well within the possibili- 
ties of grammar school boys. If a Junior High School is organized 
ample equipment and a proper teaching staff will be available 
for the upper grades. Bringing these children to one center 
obviates the necessity of duplicating equipment and makes possible 
the best use of the teachers' time. 

But this work can be taught successfully by men only. It 
has become generally recognized that teaching grammar school 
shop work is not women's work. Good women teachers of 
Manual Training with special training in primary school pedagogy 
usually make excellent primary Handwork supervisors. This is 
the women's field in present day Manual Training. 

The ninth grade classes in the Jlunkle, Lawrence and Devo- 
tion Schools do not have Manual Training. If a worth-while 
course in this subject were put in operation, these classes could 
well afford to take time for it. The large majority of children in 
high school do not receive training in manual or technical work. 
For such children, as well as for those who do not enter high school, 
a broad and practical Manual Training Course offers much as 
an educational asset. 

AVhen projects in the various materials have been selected 
that call for the apphcations of principles of design, they should 
be worked out under a plan of co-operation between the Drawing 
instructors and shop instructor. No such plan seems to be in 
operation in BrookUne. If a supervisor of Drawing and a super- 
visor of Manual Training were each directing their respective 
fields, correlation would be far more possible than it is at present. 
Now there is no responsible director for either subject. 

Worth-while Manual Training can hardly be developed in 
a school system as large as that of Brookline without special 
guidance. The services of a competent supervisor could be apphed 
with advantage to the Manual Training, Practical Arts, or Junior 



The Special Branches 295 

High School shop work if such a school is organized, and to 
high school shop work. 

Music. 

The capacity to enjoy the best music and unite with others 
in giving it expression is the leading purpose of teaching music 
in our schools. But singing has two other values which help to 
justify the time and effort expended upon it in the schools of 
Brookhne and elsewhere. It furnishes a strong bond of sympathy 
between the teacher and her pupils, and it greatly helps to bring 
about a true school spirit. All can spontaneously and heartily 
co-operate in singing, and when they do so, melody and harmony 
react to estabhsh that school spirit which is so desirable in any 
school. 

With the leacUng purpose of teaching Music clearly in mind, 
we are ready to ask, first, How can that purpose be obtained? 
and, second. To what extent is that purpose being obtained in 
Brookhne? 

No one will deny, I beheve, that in order to develop and 
strengthen the love for the best music the children must sing the 
best music. They should have actual experience with the choice, 
the classic, models in the world of song. That means that a special 
effort should be made to select those simple and beautiful songs 
which live today because there is in them a fine quality which 
may make them immortal. These songs should be taught the 
children for the same reason that we teach them to memorize 
beautiful poems. We exercise great care in the selection of such 
poems, which the younger children often learn without being able 
to read the hnes. But in the case of poetry we go farther, for we 
wish to give the children the power to read for themselves so that 
they will not be dependent upon others to read poetry for them. 
And so we help them to overcome the technical cUfficulties involved 
in learning to read, and in this way we extend their power of enjoy- 
ing fine literature. Yet even after they have learned to read we 
continue to select for them and place before them the best models, 
the simple and beautiful poems with the hope that these may 
Uve in the hearts of the children and give joy and inspiration to 
their hves. 



296 School Survey of Brookline 

In the same way there are technical difficulties in learning 
to read music, pitch names, time names, rhythmic figures, and 
staff notation. How much time and effort shall we expend upon 
the mastery of the simple elements of the technical side of singing? 
One group of music supervisors says that this is the feature which 
claims the most emphatic attention. So they lay special stress 
upon individual work and upon sight singing. Their argument 
is that the pupil will enjoy in proportion to his intellectual power 
to overcome the technical difficulties which the bodily structure 
— the intellectual framework — presents, that when he has this 
power he is not only as self-reliant and as independent as he is 
in being able to read the words and lines of a poem, but that he 
also more keenly appreciates the vital spirit — the soul of music 
which hves within the body. With this beUef, they teach sight 
singing not as an end in itself, but as a means to an end. 

The other group of supervisors lays much stress upon rote 
singing. They do considerable, to be sure, with graded exer- 
cises, which the entire group of pupils learn and sing together, 
but they do little individual work in sight singing. They also 
spend much time and effort in getting good, sweet tones, on the 
ground, of course, that when the song is sung with sweet voices 
its refining, civilizing influence is great-^r. 

There is a grave danger in laying undue stress upon technical 
difficulties, and the danger is twofold: In the first place, the 
graded exercises may be made so artificial and wooden that they 
dull the pupil's taste for good music and stifle his interest in music 
of any kind. He may come to hate the sight of his music book 
and to feel unhappy when the time comes for the singing lesson. 
And in the second place, there may be but little time left for the 
singing of those beautiful models of simple classic songs which 
nourish the spirit and enrich and refine the life of the singer. 

It ought to be possible with correct methods of work and a 
fair time allotment to overcome in our elem ntary grades, to a 
reasonable extent, the technical difficulties and, also, to accOxii- 
plish the pre-eminent purpose of teaching Music. By a reasonable 
power over the technical difficulties, we mean that at the end of 
the elementary school course nearly all children should be able 



The Special Branches 297 

to read at sight or practically at sight such simple tunes as are 
sung by congregations in our churches. But to enable the pupils 
to gain this power there must be considerable individual work 
done by the use of individual slips, certainly in all the grades 
above the third. So far as we were able to learn, no individual 
shps are in use in Broolcline below Grade V, none in Grades VIII 
and IX, and practically no sight singing in any grades. As a 
natural outcome, the sight singing which came under observation 
in the upper grammar grades and in the fourth and third-year 
classes in the high school was very weak. This can and should 
be remedied. 

On the other hand, it is a pleasure to commend in strong terms 
the work in jMusic from the standpoint of voice quality, the spirit 
of the singing, and the kind of songs which were sung, either by 
rote or by note. Special attention is given to the selection of 
the best, and the children in most of the groups visited sang with 
warm enthusiasm and marked precision. Thirty-four folk songs 
are found in the first six grades of the course. Moreover, in order 
to enrich the children's musical experience still further, all the 
grammar school buildings are supplied with phonographs. In 
commenting upon this fact Supervisor Cole wisely remarks: 
"I believe that the children should sing, and that they should also 
listen to the best music. Both processes are necessary to their 
sj'mmetrical development." 

We recommend that the work in the first and second grades 
be confined almost or quite wholly to the singing by rote of the 
very best folk songs which can be selected for young children, 
and that the same care be exercised as now in getting a sweet, pure 
quality of tone. In the third grade simpler technical difficulties 
could well be taken up, and from that time on much attention 
be given to the individual singing of slips adapted to the special 
needs of the pupils. Such individual work would result in giving 
the children self-reliance and the power to read music. If this 
sort of work were done in a systematic and intelligent way, much 
the larger part of the children would be able to read simple music 
at sight at the close of their elementary school course. 



298 School Survey of Brookline 

An opportimity should be given, also, for pupils to take a 
course in Musical Appreciation in the high school. Such an ex- 
tension of the Course of Study would certainly strengthen the good 
work which is now being done in jMusic in the Brookline schools. 



CHAPTER X. 

GRADES VIII AND IX. 

Grades VIII and IX may be considered together advan- 
tageously, both because here arise a number of questions not 
apphcable to the lower grades and because here must be handled 
certain matters upon which the Survey Staff has been specifically 
asked to pass judgment. 

The "Certificate to High School." 
Brookline appears to be pursuing a decidedly illiberal policy 
in the matter of promotion to the high school by requiring that 
pupils, in order to be thus promoted, not only must complete the 
ninth grade, securing the diploma, but must also secure the 
"certificate to high school." This certificate in at least two of the 
schools, the Lincoln and the Pierce, must be withheld almost every 
year from a very considerable fraction of the class, as may be judged 
from the showing for the past four years presented in the following 
table. Here we see that 160 pupils, an average of 40 per year, 
though they received the diploma for "completing" the elementary 
school course and had spent upon that course nine years in the 
hands of teachers decidedly better than average city teachers and 
in classes mostly much smaller than the average of city public 
school classes, yet these 160 were denied the high school certificate. 
This policy of restricting admission to the high school is not 
much mitigated by the practice of giving to such excluded pupils 
the privilege of entering the School of Practical Arts; and, in fact, 
but few of them appear to be avaihng themselves of the latter 
privilege. Moreover, the following table does not tell the whole 
story of Brookline's restricted promotion from the ninth grade, 
as the figures for "certificated" pupils include a considerable 
number promoted conditionally "on three months' trial," and as 
no account is here rendered of pupils rated below the passing re- 

299 



300 



School Survey of Brookline 



quirement and accordingly classified to repeat the grade or quit 
school. 

Promotion and Non-Promotion to High School. 



School 


Number Com- 
pleting the Course 


Number Receiv- 
ing Certificate 


A^ umber Denied 
Certificates 


1916 


1915 


19U 


1913 


1916 


1915 


1914 


1913 


1916 


1915 


1914 


1913 


Devotion 


35 


38 


40 


46 


33 


37 


39 


45 


2 


1 


1 


1 


Heath 


IS 


19 


26 


22 


17 


19 


22 


19 


1 





4 


3 


Lawrence 


28 


36 


35 


39 


25 


35 


33 


36 


3 


1 


2 


3 


Lincoln 


51 


52 


56 


49 


38 


37 


32 


35 


13 


15 


24 


14 


Pierce 


63 


73 


70 


80 


50 


64 


50 


57 


13 


9 


20 


23 


Runkle 


46 


39 


36 


40 


43 


38 


34 


39 


3 


1 


2 


1 


Totals 


241 


257 


263 


276 


206 


230 


210 


231 


35 


27 


53 


45 



Total denied certificate in last four years . 



160 



Figures from principals' special report on this subject. 



Without any doubt most, if not every one, of the 160 pupils 
awarded the diploma for completing Brookline's ninth grade would 
have been welcomed into the high school of any other school 
system. Their exclusion from Brookline High School seems the 
less defensible in view of the fact that, even if these pupils were 
weak in the college preparatory subjects begun in Grade IX, they 
might at least have been admitted to the non-college-preparatory 
courses, the Technical Course, and the Commercial Course. It 
may be recommended, therefore, that the "certificate to high 
school" be aboUshed, or, if there is any strong feeling that it must 
be continued for the present in some form, that it shall operate 
to exclude only from the two college preparatory courses in the 
high school. As a matter of fact, if a general reorganization in the 



Grades VIII and IX 301 

intermediate grades is undertaken, in line with suggestions pre- 
sented elsewhere, the certificate to high school will doubtless 
disappear automatically as being altogether inappropriate in the 
new organization. Going to high school in Brookline, it would 
seem, may be safely popularized to a considerable extent before 
there will arise any real danger of the pupils' failing to get that 
"adequate prehminary training" which the Superintendent has 
rightly advocated. (BrookUne School Report, 1911, pages 32-33.) 

Size of Classes in Grades VIII and IX. 
In the section of this study devoted to the school plant, at- 
tention was directed to the near-overflow conditions in several of 
the nine-grade schools owing to the increase in upper grade en- 
rollment, an increase that will certainly be greatly accelerated 
by the liberalizing of promotions to the high school and by any 
Junior High School development that may be undertaken. Here 
the size of classes in Grades VIII and IX is to be examined for 
the purpose of comparing these classes among themselves and com- 
paring them as a group with the general average size of classes 
in all the grammar grades, and for the further purpose of determin- 
ing whether the ninth grade is a serious enough hurdle in the 
school course to cause just at this point a marked elimination from 
school. To facilitate consideration of these questions, the follow- 
ing two tables have been prepared: 



302 



School Survey of Brookline 



X 



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Grades VIII and IX 303 

Upper Grades to High School. 





1913 


19U 


191.5 


1916 


High School — First Year 
Class IX (Class X) 


222 


247 


252 


202 


Total — Grade IX 


296 


285 


274 


290 






Total — Grade VIII 


327 


289 


345 


317 


Total — Grade VII 


304* 


344 


371 


347 







(Figures for higii school from tables tor membership at end of December 
— except 1916, which is for November. Figures for grades are summarized 
from preceding table.) 

*Perhaps should be greater; table for 1913 is ambiguous in Runkle 
column. 



In the first of these tables class figures are given for Grades 
VII, VIII and IX through the past four years. Grade VII being 
included in order to show the preceding grade enrollment from 
which Grade VIII has been recruited. Studying, however, the 
columns for Grades VIII and IX only, one is at once struck with 
the great unevenness in the size of classes. The extremes are 
found in the Heath in classes of 18, 20 and 22, and at the other end 
in the Runkle in classes of 54, 55 and 56. This situation inci- 
dentally affords another commentary on the inadequate accom- 
modations for the last two grades in the Runkle School. Now the 
important question arises, can any reorganization be effected to 
reduce or possibly wipe out altogether the present undesirable 
disparity in the size of these eighth and ninth grade classes, for 
under these conditions the educative effects upon the children 
and the instructional burdens upon the teachers in the different 
schools must be widely variant. The solution of this problem is 
suggested by the Pierce School, where during all four years under 
exhibit a noticeable evenness of classification has been attained. 
But the Pierce is just the school in which the largest number of 
eighth and ninth grades have come together at one place, and the 



304 School Survey of Brookline 

conclusion is evident that any plan for bringing together into one 
school a still larger number of the ninth grade or eighth and ninth 
grade classes would furnish among other advantages a ready means 
of leveling classes and equalizing teachers' work. 

Another striking fact is disclosed by the first of the foregoing 
tables. Here it is shown that, though the general average size 
of classes (number of pupils i^er teacher given annually in the 
school report) in the grammar grades is not over 30 pupils, the 
enrollment in Grades VIII and IX under present conditions is 
very much above this average. Of the 72 eighth and ninth grade 
classes that the table presents, 44 range in size from 31 to 56 pupils 
(12 classes having over 40 pupils) and only 28 have the lower en- 
rollment of 18 to 29 pupils. Again, the Pierce School leads in the 
amelioration of this unfavorable condition also; for, by the greater 
congregation of upper grade pupils here, this one school was able 
to produce one-third (nine) of the 28 under-30 classes. Would not 
a still broader plan of concentrating ninth grade or eighth and 
ninth grade classes bring about a further reduction of these greatly 
over-average, and for Brookline excessively large, upper grade 
classes? 

Another noticeable unevenness in upper grade classification, 
brought about by the scattering of the work among several schools, 
is found in the foreign language sections of Grade IX in the four 
schools offering Latin and French. The table given below, and 
entitled " Foreign Language in Grade IX," presents figures of the 
number of pupils electing the two foreign languages in the autumn 
of 1916 in the Devotion, Lawrence, Pierce and Runkle Schools. 
By combining the figures first for Latin and then for French, one 
finds: four classes in Latin, aggregating 106 pupils, averaging 26 
pupils per class, but being taught in classes of 19, 24, 29 and 34 
pupils respectively; and four classes in French, aggregating 99 
pupils, averaging 25 pupils per class, but being taught in classes 
of 18, 24, 25 and 32 pupils respectively. Without doubt the 
bringing together of these pupils into one center would make easy 
the equalizing of the foreign language sections. 

Finally, reverting to the second table presented above, and en- 
titled " Upper Grades to High School," one finds a very considerable 



Grades VIII and IX 305 

loss of pupils in the passage from the eighth grade to the ninth, 
as well as in the passage from the ninth to the high school. Loss 
at the latter point is to be expected, for the end of the elementary 
school course is here reached and a nine-grade diploma is won; 
but loss from eighth to ninth is very significant as indicating the 
inabilit}' of the schools to hold many pupils beyond eight grades — 
Avhen high school seems still far off and there is also the well- 
known risk of missing the "certificate to high school." Reading 
the figures of the table diagonally upward from year to year, 
beginning at the bottom, and combining them for the past three 
years, one gets the result: from Grade VII to Grade VIII there 
was a net loss of 68 pupils (figures 304, 344 and 371 becoming 289, 
345 and 317 respectively); from Grade VIII to Grade IX there 
was a loss of 112 pupils; and from Grade IX to the first year of the 
high school there was a loss of 154 pupils. Obviously, from the 
point of view of reducing ehmination in the Brookline school 
system, the ninth grade is a point requiring very serious attention. 
Is there any reorganization concerning which the confident pre- 
diction may be made that it will so mediate the passage from 
Grade VII to the high school as to prolong the schooling of a 
greater proportion of pupils than now survive Grade IX? 



306 



School Survey of Brookline 



Age of Pupils in Grade IX. 
The successive school reports present annually an inter- 
esting paragraph headed " Age Conditions in Grade IX." The ages 
of the pupils are given in tables, the most recent of which is re- 
produced herewith from the report of 1915, page 38: 

Grade IX Ages 1915-16. 





4) 

Is 


Si 


2 

^2 


s 

08 

^2 


>> 


2 
I 

g-g 

m2 


2 

t3 
a 
>> 

S3 
«2 


a 

V 

>, 

00 

art 

g-3 


2 

05 

^2 


School A 


37 








1 


12 


17 


4 


3 









School B 


19 








2 


6 


b 


4 


1 









School C 


30 








6 


9 


9 


5 


1 









School D 


56 








3 


16 


20 


12 


4 


1 






School E 


71 





1 


13 


33 


20 


4 





D 






School F 


54 








13 


19 


13 


5 


4 









Totals 


267 





1 


38 


95 


85 


34 


13 


1 


Percentages 










14 


36 


32 


13 


5 






■'Pupils to complete the grammar school course in June, 1916. 



Grades VIII and IX 



30 



The most significant fact revealed by this table is obtained 
by combining the figures along the percentage line. Doing this 
brings the result that 50 per cent of the ninth grade pupils are 
over 15 years of age and 18 per cent of them are over IG years old. 
Following this item back for several years, one readily makes up 
a tabulation of: 





Gr. 


\DE IX Age Percentages for Five Years 


Year 


Per Cent 
Over 15 Years 


Per Cent 
Over 16 Years 


1915-16 


50% 


18% 


1914-15 


57 


26 


1913-14 


54 


20 






1912-13 


501 2 


16H 


1911-12 


393/2 


143/^ 











From these figures it appears that the dominant age of ninth 
grade pupils has been for some time 15 years and over; and also 
that this age has been rising since 1911-12. Consequently, pupils 
in the Brookhne school system, on completing the elementary 
school course, are in at least half of the cases at the age of 15 to 16, 
one year or more older than the "normal age" of 14 for completing 
the elementary school course in the United States; and, when those 
who go on to high school have completed the four-year secondary 
course, their dominant age will be 19 years rather than the "normal 
age" of 18 for high school graduation and completion of college 
preparation. This statement is borne out by the age-grade tables 
of the high school pupils, although in such an age item the showing 
may be expected to appear less unfavorable as higher and higher 
grades are examined, for the simple reason that more and more of 
the "over-aged" pupils will have withdrawn from school. Two 
questions, therefore, arise: First, when the great majority of 



308 School Survey of Brookline 

American cities pass their pupils from the first grade to the high 
school diploma and college admission in twelve years, why should 
Brookline devote thirteen years to a corresponding curriculum 
which is apparently not substantially more extensive than the 
common public school curriculum? Second, as the fifteen and 
sixteen-5'ear-old pupils of the BrookUne ninth grade are plainly 
"of high school age," can such an upper-grade reorganization be 
effected as will place these pupils in a situation more nearly re- 
sembling high school conditions than the present very limited 
departmental organization of Grade IX affords? In fact, despite 
the very pleasing relations manifested between pupils and teachers 
in the Brookline upper grades, the query inevitably comes: Are 
not these large ninth-grade boys and girls being now subjected 
to a quite unnecessary amount of mothering? 

Teachers' Assignments in Grade IX. 
In a former section attention was directed to the different 
burdens carried by upper grade teachers, owing to the very uneven 
size of eighth and ninth grade classes in the different schools. A 
close study of the departmental organization and assignments of 
instruction arranged by the six nine-grade school principals brings 
out the fact that some of the teachers' instructional loads in sub- 
jects to be taught are decidedly heavier than upper grade depart- 
mental teachers usually carry and also more extensive in scope 
than the assignments borne by many high school teachers. As 
examples of this the following may be cited: A Pierce School 
teacher is carrying the regular branches of the grade and in addi- 
tion, Latin, French and Algebra; a Devotion School teacher is 
carrying the regular branches of the grade and in addition, Latin 
and History of England; a Heath School teacher is carrying the 
grade work and History of England; a Lawrence School teacher is 
carrying the grade work and History of England and Algebra; a 
Runkle School teacher is carrying the grade work and Latin, 
English Literature and History of England; and the Lawrence 
School principal is administering his school and teaching certain 
grade subjects and in addition Latin and French. With assign- 
ments as broad as these, embracing high school subject matter as 



Grades VIII and IX 309 

well as grade work can teachers thoroughly prepare for all their 
instruction and conscientiously examine all the pupils' work, 
especially in a situation like the Runkle with maximum-sized 
classes? A quite equitable, congenial and evenly balanced appor- 
tionment of instruction among teachers can be easily worked out 
where all the elates of Grade IX or any other grade are concen- 
trated in a single school. 

Differentiation of Work in Grades VIII and IX. 

After seven grades of practical uniformity in all the schools, 
differentiation of curriculums occurs through Grades VIII and IX 
in such wise that the pupils have open to them a Manual Arts 
Course, a Household Arts Course, and an Academic or College 
Preparatory Course, the last offering elective Latin and French. 
This upper grade differentiation is quite in line with progressive 
practice elsewhere, for it produces adaptations of instruction to 
different sorts of pupils, develops the pupils' varying capacities, 
and accelerates preparation for a prolonged schooling in college 
and university. Such differentiation is now often so administered 
that the pupils may experience something of a ''pre- vocational 
tryouf of their abilities (of which more will be said in the chapter 
on the School of Practical Arts). Unfortunately, however, in 
Brookhne any such tryout is practically ehminated because no 
single school offers all three of the curriculums just defined. The 
Lincoln and the Heath Schools afford their pupils the extended 
work in manual and domestic arts, but give them no opportunity 
of electing the advanced academic work in the form of the foreign 
languages; and, on the other hand, the pupils in the Devotion 
Lawrence, Pierce and Runkle Schools have the opportunity of 
electing Latin or French, or both, thus getting a start in these 
advanced academic studies, but they have no chance to try the 
advanced manual and domestic work. And, as there appears to 
be little, or no, transferring of pupils from one school to another 
in order to get educational experiences not available in the pupils' 
local school, the practical result is that generally, if not invarial)ly, 
the pupil is steered unresistingly into the special curriculum offered 
in his local school whether or not that is the best available course 



310 School Survey of Brookline 

for his own development. He probably knows little and thinks 
less of the other educational opportunities elsewhere in the city- 
system, and he misses entirely the enlightenment that comes from 
being in a school where all the different work of various curriculums 
may be seen. Illustrating this doctrine by application to a 
particular situation, one may assent that in all probability some, 
if not all, of those seventy-odd ninth grade boys and girls in the 
four foreign language schools, but taking neither foreign language, 
would, if they had access to good manual and domestic arts work 
during the foreign language periods, be undergoing an experience 
more genuinely educative than the effects actually being wrought 
upon them by the "extra Grammar," "extra Arithmetic," and 
"drill upon what they need" that they are now getting. 

As at the end of preceding sections of this chapter, here again 
and from another point of view it may be said that the collection 
of all the ninth grade classes into a single center would afford the 
opportunity of administering the differentiation of courses in the 
most effective manner. Under such conditions, moreover, the 
defects of the present partial departmentalism might be so far 
removed as to make promotion by subject in this upper grade 
school center quite as feasible as it is in an ordinary high school. 
As things are at present in Brookline, it would not be untrue to 
say that the city is conducting a five-year high school course with 
the first-year pupils uneconomically distributed in seven schools, 
the six nine-grade schools and the School of Practical Arts. 

The Cost of Grade IX. 

Attention being directed to Grade IX from a number of angles, 
it will be interesting to inquire what this grade costs the citizens 
of Brookline. The answer, however, is not so easy to determine; 
nor would all agree upon the proper way of arriving at the cost of 
any particular grade in a school system. Including the ninth 
grade, the full public school course in Brookline runs through 
thirteen years, and obviously it costs more annually to maintain 
a thirteen-grade system than a twelve-grade system would cost. 
Without attempting to settle to the satisfaction of every one the 



Grades VIII and IX 311 

strictly accurate mathematical procedure applicable here, one 
can get quite simply and directly two very significant figures. 

The first is obtained from the teachers' salary roll. Here 
nine teachers are Usted as teachers of Grade IX, receiving $1000 
a year each. It happens just at present that one teacher falls 
short of the $1000 salary by $25, but this is an accidental and im- 
material circumstance. To the $9000 thus obtained an appreci- 
able fraction of the six principals' salaries should be added as 
directly chargeable to ninth grade instruction. Five principals 
are receiving $2800 and the sixth receives this year $2200; and 
these principals report their own participation in the instruction 
of Grade IX as reciuiring the following amounts of time per week: 
7 to 8 hours; 5 periods of 30 minutes each; 10 periods of 45 minutes 
each; 8 periods of 45 minutes each; 9 hours; 8 periods of 45 minutes 
each. Summing up fractions of the principals' salaries in propor- 
tion to these fractions of the whole weekly schedule, one obtains 
an amount not less than $3600; or assuming that a principal's 
teaching time is to be paid for on the basis of the $1000 maximum 
for a full ninth grade teacliing assignment, one gets about $1400. 
Probably it would be not unfair to take the middle figure between 
$1400 and $3600, and say that $2500 of the $16,200 being paid to 
nine-grade school principals is chargeable to ninth grade instruc- 
tion. Adding this $2500 to the $9000 paid the nine teachers 
produces $11,500 as the annual cost of instruction alone involved 
in the maintenance of Grade IX. 

The second simple way of looking at the expense of Grade 
IX is to count up per capita costs on the basis of the number of 
children in the grade. The Brookhne School Report for 1915 
accepts (p. 20) the State Department's computation of $70.25 
as the "cost per pupil" for the year 1913-14 in Brookhne. Assum- 
ing that this figure is still about correct, and assuming further 
that it is particularly appropriate for appHcation to an intermediate 
grade in the system like Grade IX, and multipljdng this per capita 
item by the number of pupils in the grade, 290 at the end of Oc- 
tober, 1916, one obtains the result $20,372.50 as the cost of carry- 
ing Grade IX through the present year. 

Put this $20,372.50 beside the $11,500 obtained above and 



312 School Survey of Brookline 

the conclusion js plain that Brookline is expending certainly from 
$10,000 to S20,000 annually in the maintenance of a grade that 
is found unnecessary in the country at large and that is being 
steadily discontinued in places where it has been in operation. 
Does it pay in Brookline? 

Why Continue Grade IX? 

Apparently the advisability of discontinuing Grade IX has 
already been suggested in Brookline. At any rate, the subject 
has been touched upon in various school reports; and the Report of 
1911 handles the matter (pages 31-33) in a three-page discussion on 
^'Length of Elementary School Course." Though conceding "that 
a considerable number of places, hitherto maintaining a nine-j^ear 
course, have adopted the eight-year plan," the report upholds 
Brookline's "refusal to conform to a prevaihng tendency." At 
the end of the argument, however, occurs the quahfied statement 
that the nine-grade course may well be retained "unless and until 
there take place in Brookline very great changes in conditions." 
Doubtless conditions have changed considerably during the five 
years since this was written, and very marked changes in upper 
grade conditions would follow promptly upon such a reorganiza- 
tion in the middle of the school system as would congregate into a 
single center all the pupils of one or more of the grades between 
Grade VI and the present second year of the high school. 

The nine-grade elementary school has been all along not at all 
a national, but a distinctly New England institution, and every 
year brings reports of additional New England cities abandoning 
this extension of the elementary course — just recently, for ex- 
ample, the journals reported: "New Bedford, Mass., lengthens 
the school year two weeks and drops the ninth grade." The 
Report of the United States Commissioner of Education for the 
year 1912 (Vol. I, pages 140-141) states: "Some years ago many 
cities had nine grades in the elementary school; now very few 
have more than eight, and some but seven. The tendency is 
undoubtedly toward shorter and simpler elementary courses. 
New England was for many years the stronghold of the nine-year 
plan. Practically all cities of any size in New England now have 



Grades VIII and IX 313 

eight grades, and a few have adopted the 'six and six' plan." 
A late bulletin from the national Bureau of Education (Bulletin 
1916, No. 8) is authority for the statement that the "nine-year 
elementary course dates back to 1872, when the school superin- 
tendents of New England, in formal session at Worcester, Mass., 
fixed the age of entrance at five and adopted a program of studies 
for primary and grammar schools to cover nine years." Whether 
or not Brookhne children formerly, before the introduction of the 
kindergarten, began the elementary course at the age of five, the 
school reports indicate that they no longer do so; see, for example, 
the Report for 1911, which says (page 30): "In BrookUne the 
decided majority of pupils entering the lowest primary grade 
(Grade I) are at least six years of age." 

Now BrookUne, because of her good fortune in having a 
comparatively low ratio of pupils per teacher, and because of her 
faciUties for getting good teachers, ought to be even more able 
than most cities to pass her children successfully through any 
reasonable elementary school course in eight years and through 
the American high school course, including fully adequate prepara- 
tion for college in four additional years. If at present more than 
the college preparatory assignment is undertaken in certain sub- 
jects {e.g., Latin, Mathematics or History) in the grades between 
Grade VIII and the last year of high school, one asks whether such 
extended instruction in certain fields is the best use to make of the 
teacher, time and salary expenditure involved. If, on the other 
hand, more than the prevaihng elementary school curriculum is 
undertaken in the nine-grade course, one asks whether the gains 
to the pupils are sufficient to compensate for the time expenditure 
of a year more on their schooUng, a very pertinent question in 
these days when economy of time in education is a universal 
desideratum. 

The additional studies constituting the principal advantages 
brought by the ninth grade in advanced work are the introduction 
to Latin, French and Algebra, and the elementary History of 
England. Of these, the first two, Latin and French, and probably 
the third also. Algebra, are given wholly or chiefly in the interests 
of pupils who intend entering the high school; so that these sub- 



314 School Survey of Brookline 

jects cannot be regarded as of prime importance for pupils who 
will go no farther than the end of the elementary school course, if 
that far. Again, the Latin and French are not offered in two of 
the schools, are offered as electives only in the other four schools, 
and are not taken at all by a considerable number of the ninth 
grade pupils in those schools (37 per cent at present, as will be 
shown below). Moreover, the Latin and French, and probably 
the Algebra also, of the ninth grade are not really needed for 
admission to and success in the first year of at least two of the 
courses in Brookline High School, the General and Commercial 
Courses, and probably this is the case, too, with a third course, the 
Technical Course — a course, however, now in so dwindling a 
state that it should probably be taken over into another part of 
the school system (see chapters on the High School and the School 
of Practical Arts). The fourth study, elementary History of 
England, does constitute a real gain for pupils not going on to 
high school, but the subject appears again as the EngUsh History 
of the third year of the high school, and the presence of this study 
in both elementary school and high school is not regarded as an 
unmixed blessing by some of the teachers themselves, for on the 
one side a teacher says, "After our ninth grade History the pupils 
look upon the English History in the high school as largely a mere 
repetition," and on the other side a teacher says, "Before our high 
school curriculum revision, when English History was in the 
second year, the ninth grade History took all the hfe out of our 
work, but with English History up in the third year it is now not 
so had." Finally, there is in Brookhne no systematic organiza- 
tion of the work to enable pupils successful in the high school 
subjects begun in the grades to shorten their time for running the 
whole course and perhaps win the high school diploma in four 
years from the beginning of Grade IX, a plan very carefully worked 
out in some other cities where college preparatory subjects are 
begun in ths elementary school. 

Another aspect of the question of the final net gain resulting 
from Grade IX appears in an examination of how pupils not tak- 
ing Latin or French or both are occupied during the foreign 



GRA.DE3 VIII AND IX 



315 



language periods. The numljer of pupils in this class is larger 
than might l)c supposed, as can ])e seen from the following tal)le : 



Foreign Languages in Grade IX. 





Devotion 


Lawrence 


Pierce 


Runkle 


Totals 


Percentages 


Pupils taking both 
I.atin and French 


22 


14 


19 


20 


7.5 


36% 


Pui)ils taking Latin 
only 


< 


5 


5 


14 


31 


^ 




I OTC'/ 


Pupils taking 
French only .... 


2 


4 


13 


5 


24 


-' /O 


Pupils taking 
neither Latin nor 
French 


29 


5 


83 


9 


76 


37% 


Totals 


60 


28 


70 


48 


206 


100% 







These fig,U|res, obtained in the schools in November, 1916, may be 
slightly inaccurate owing to the absence of a few pupils on the day of the 
inquiry. 

Here are pupils to the extent of 37 per cent of the whole grade 
not taking either foreign language and additional pupils to the 
extent of 27 per cent taking only one foreign language, a total of 
64 per cent of all the pupils to be kept profitably occupied during 
the foreign language periods. The principals' statements in 
reference to the work of those pupils during this time indicated 
that they were chiefly occupied with drill, practice work and re- 
views in the form of "extra Enghsh," "extra Arithmetic," "extra 
Algebra," and "what they need most," an account by no means 
wholly satisfying. Hence, although in some cases an actual edu- 
cative advance may come in the foreign language time for pupils 
not taking a foreign language — for example, in the "business 
letter-writing' and "citizenship lessons" in the Pierce School — 
it seems altogether doubtful whether the returns to the pupils 



316 School Survey of Beookline 

through the year in place of foreign language are of much real 
value. 

The last item here to be posted in the debit column of Grade 
IX consists of a certain discrimination that is being practiced 
against Brookhne pupils, both in the town itself and elsewhere, 
because the Brookline elementary course is on the nine-grade 
plan. An elementary school graduate from an eight-grade sys- 
tem in another city, Boston for instance, on coming to Brookline 
is admitted directly into Brookline High School if he will elect 
one of the three non-college-preparatory courses, the General or 
Technical or Commercial Course; the Brookline pupil from the 
end of Brookline's eighth grade may not enter Brookline High 
School at all, not even to pursue as does the former pupil a non- 
college preparatory course, but must first spend the additional 
year in Grade IX, although it is to be presumed that the educa- 
tional accomplishment at the end of eight grades in Brookline is 
fully equal to the work of any other city's eight-grade course. 
On the other hand, Boston similarly discriminates against the 
Brookline pupil from the eighth grade (as a high official in the 
Boston school system has explained) by denying him admission 
to a Boston high school except upon examination, on the ground 
that he has not completed an elementary school course, whereas a 
graduate from any eight-grade system is excused from the ex- 
amination and admitted upon his eighth grade diploma. It must 
furnish small comfort to any Brookline parents who have felt this 
latter discrimination, to know that Brookline in a measure gets 
even with Boston or any other city by requiring that the eighth 
grade graduate from outside if he wants to pursue a college 
preparatory course in Brookline, must go down and begin in 
Brookline's ninth grade and thus take five years to prepare for 
college, when he could have accomplished his college preparation 
in four years in a high school of Boston or almost any other city. 

The conclusion to which all the foregoing paragraphs of this 
section lead is: Why continue Grade IX? If, as seems certain, 
this grade will be abolished eventually, why not now or at least 
soon, planning for it now? Brookline's ninth grade might be 
considered a worthy extension of public school opportunities if 



Grades VIII and IX 317 

the city possessed no high school — but it has the high school and 
the Practical Arts School. And Brookline can have a certain 
very valuable new school, a possible development to which the 
next section will be devoted. 



A Junior High School for Brookline. 

The discussion presented in the foregoing sections points 
clearly to the desirabihty of a reorganization in the middle part 
of Brookhne's school system, so that a concentration of classes 
in certain grades may be effected; and just as clearly it may be 
said that such a reorganization can be readily obtained by the 
establishment of a Junior High School in Brookline. 

At this date, and for so enlightened a community as Brook- 
line, no elaborate definition or description of the Junior High School 
as a type is needed. It may be well, however, to record the con- 
cise definition adopted tentatively by the United States Com- 
missioner of Education (Commissioner's Report, 1914, Vol. I, 
pages 5, 137) which is "an organization of Grades 7 
and 8 or 7 to 9 to provide by various means for individual 
differences, especially by an earlier introduction of prevocational 
work and of subjects usually taught in the high school"; and it 
may be noted that already three years ago (academic year 
1913-14) perhaps as many as 193 cities had Junior High 
Schools of some sort. (1. c, page 147.) It may be well also 
to say that the recent enthusiastic movement for the introduction 
of Junior High Schools into school systems, large and small, in 
all parts of the United States is quite the opposite of anything 
like a mushroom, overnight development of faddish theorizing; 
for the present confident setting up of Junior High Schools in 
many places is in reahty the outcome of prolonged discussion 
and careful experiment extending back for a period of more 
than two decades. (See United States Bureau of Education 
Bulletin, 1916, No. 8.) Moreover, data in the office of the 
United States Commissioner of Education and numerous articles 
in the educational journals and in city school reports indicate 
that for at least five years various cities have b^en actually 



318 School Survey of Beookline 

experiencing the benefits claimed for the Junior High School 
organization. 

Specificall}' for Brookline one may expect, following in gen- 
eral the indications of present educational shortcomings a^ 
set forth in preceding sections of this report, that the proposed 
Brookline Junior High School would: 

1. Render smoother the transition from the undepartmen- 
talized and undifferentiated grades to the completely departmen- 
talized and differentiated Se7iior High School; reduce elimination 
of pupils from sciiool and therefore increase upper grade and high 
school enrollment, and popularize the extended preparation for 
good citizenship to be offered in the Senior High School, the new 
Brookline High School. 

2. Strengthen the administration of the beginnings of college 
preparatory education in grades below the tenth grade. 

3. Afford the opportunity for a genuine " prevocational 
try-out" experience to the full extent of the facilities the school 
system could provide — such facilities being far more easily;, 
economically and systematically provided in a single center than 
when distributed, as at present, quite ineffectively and un- 
democratically over seven centers. This involves, of course, an 
improved differentiation of courses and better provision for pupil 
differences. 

4. Make easy -the equalization of the classes, including the 
foreign language classes, concentrated in the Junior High School; 
and reduce, or even wipe out altogether, the over-large classes, 
particularly those exceeding 40 pupils. 

5. Remove the larger and older pupils from schools composed 
mainly of 3'ounger children, and bring pupil of high school age 
under conditions more hke regular high school conditions — and 
therefore more suitable to their age and more stimulating to vigor- 
ous adolescent development — than are the conditions now pre- 
vailing in Grades VIII and IX. 

6. AccompUsh, as soon as the school authorities see fit, the 
abolishment of Grade IX and the reduction of the normal period 
for passing from the beginning of Grade I to the diploma of 
Brookline High School from 13 j'ears to 12 years. 



Grades VIII and IX 319 

7. Reduce the over-heavy teaching assignments now imposed 
upon certain eighth and ninth grade teachers, and equaUze all 
the assignments of the teachers in the Junior High School organ- 
ization. 

8. Effect various improvements in the administration of the 
grades embraced in the Junior High School, introducing, for ex- 
ample, promotion by subject in much the same manner as such 
promotion is conducted in the standard American high school. 

9. Co-ordinate all the instiiiction offered in the intermediate 
level of the school system by the merging of the School of Practical 
Arts into the Junior High School. (See the chapter on the School 
of Practical Arts.) 

10. Furnish to pupils, teachers and community the stimulus 
of a new, interesting and progressive composite intermediate 
school that will test out early adolescent capacities; serve as an 
excellent first preparatory school for pupils bound for college; 
serve equally as a finishing school for those intentling to enter 
employment at the end of the ninth or tenth grade; and also serve, 
to a certain extent, as an elementary industrial school. 

Now to dictate specifically the steps to be followed in accom- 
phshing the Junior High School reorganization here recommended 
is beyond the province of this report because, first, this is a matter 
the working out of which should be left to the professional execu- 
tives of the School Committee; and second, as the proposals here 
submitted contemplate several years for their complete accom- 
plishment, any detailed formulation of procedure at this time 
would be subject to all the revision made advisable or necessary 
by the continuous changes going on in any social situation. 
Nevertheless, in general terms some such action as the following 
may be suggested: 

First. As soon as a suitable building is ready (compare the 
chapter on The School Plant), bring together, to form the Junior 
High School, the pupils of the present Grade IX, the pupils of the 
School of Practical Arts, and some or all of the pupils of Grade X, 
the present high school first-year class. This combination will 
form the first stage of the new development. Removal of the 
last-named group of pupils from the present high school building 



320 School Survey of Brookline 

will make way for an immediate start upon the splendid new 
Brookline High School (recommended in the chapter on Build- 
ings), to be erected in two successive sections. 

Second. Abolish Grade IX, doing this in whatever way will 
produce least disturbance to the teachers involved and least 
temporary maladjustment for the pupils concerned. Then bring 
into the Junior High School the pupils of Grade VIII, who, with 
the pupils of the new ninth grade (old tenth or first year of high 
school), now presumably all in the Junior High School, will form 
the population of this new school through the second stage of its 
development. 

Third. By this time the increase in the school enrollment, 
accompanied by changes in elementary school housing, may be 
expected to make desirable the inclusion of Grade VII in the 
Junior High School organization; so that this school will then, in 
its final stage, embrace the seventh, eighth and ninth grades of 
the school system, leaving to Brookline High School as the town's 
Senior High School the three highest grades, the tenth, eleventh 
and twelfth, which grades will have grown to an enrollment much 
in excess of the enrollment of the last three grades of the system at 
the present time. 

Fourth. In view of Brookline's increasing population, in 
1910 amounting to 39.4 per cent more than in 1900 and estimated 
to be about 35,000 on January 1, 1917 (State census for 1915 
giving 33,490), it is likely that the new BrookUne High School will 
soon have a full house with the last three grades only; and it will 
not be surprising if at no distant date there arises a demand for a 
second Junior High School. Unless, in fact, Brookline's experi- 
ence in the next 10 years is altogether different from that of 
practically all other progressive cities, she is certain, if she intro- 
duces the Junior High School unit, to see her school grades from 
the seventh grade up increase in enrollment at a much more rapid 
rate than they have heretofore increased and also at a more rapid 
rate than the population increases. 

By way of conclusion to this section, the point must be made 
that at least as much care should be exercised in the selection of 
teachers for a Junior High School as is exercised in securing 



Grades VIII and IX 321 

Senior High School teachers; and it may be wise, if the Brookline 
Junior High School here proposed does come into being, to have 
the next revision of the salary schedule provide for the teachers of 
this intermediate school a maximum salary more fairly inter- 
mediate between the maximum for the lower grades and the Senior 
High School salaries than is the present eighth and ninth grade 
maximum of $1000. Any new requirements formulated to define 
the qualifications for Junior High School teaching may by rule be 
made not operative against teachers already in the service in 
Grades VIII and IX whenever any such teachers are found to be 
actually, though perhaps not technically, quahfied for a Junior 
High assignment; and the indications are that in personaUty, 
attitude toward pupils, academic and professional scholarship in 
particular lines, and practical classroom efficiency, a number of the 
present eighth and ninth grade teachers either already are or can 
easily render themselves fully acceptable for Junior High School 
work. 



CHAPTER XL 
THE HIGH SCHOOL. 

Various features of Brookline High School have been touched 
upon in other chapters of this report, particuLnrly in the chapters 
on School Population. Grades Ylll and IX, and the School of 
Practical Arts. This important unit of the town school system 
will now be studied in some detail under the five headings: Dis- 
tribution, Elimination and Graduation of Pupils; Building and 
Equipment; Program of Studies and Curriculums; Organization 
and Management; Teachers and Teaching. 

Distribution, Elimination and Graduation of Pupils. 
The United States seems to be surely passing into an educa- 
tional era when secondary education will become as universal as 
elementary education is now. The federal Commissioner of 
Education has officially declared his expectation of this result, 
citing figures from the Census Department and the Bureau of 
Education. When it is shown that from 1890 to 1910 the popula- 
tion of the country increased 41 per cent while the number of 
secondary schools increased 150 per cent and the number of second- 
ary school pupils increased 260 per cent, it is time for the public 
high school, as the predominant and the democratic secondary 
institution, to abandon all thought of holding to the old narrow, 
traditional, academic point of view, and to assume courageously 
the needed leadership in passing all the people on from universal 
literacy to universal enlightenment — and enlightenment is now 
well understood to be derivable from sources other than the his- 
toric classics and mathematics, and from curriculums other than 
the common "college preparatory course," though these time- 
honored disciplines still have their place. 

Brookline is plainly feeling, in increased high school enroll- 
ment, her participation in the countrj'-wide growth of the second- 

322 



The High School 323 

arj' school; and she has also made progress in expanding the high 
school program of studies, and in setting up new curriculums to meet 
the new social needs so manifest in the community. The latter 
features of Brookline High School will be treated in a section 
below; the former feature, increased high school enrollment, was 
treated in the chapter on the School Population, where, however, 
it was shown that, although half the total school increase in 
Brookline from 1909 to 1916 has occurred above Grade IX, 
nevertheless this town is by no means in the front rank of cities 
in the proportion of her high school enrollment to her total school 
enrollment. Recommendations toward popularizing high school 
attendance in Brookline are presented elsewhere in this report, 
inclucUng the discontinuance of Grade IX and the development 
of a Junior High School. One point, appropriate to be here ad- 
duced in reference to the proposed Junior High School, is that 
the pupils' success in Brookline High School, in subjects begun 
now below the first high school year, for example, Latin and 
French, indicates the complete possibility of producing in Brook- 
line as smooth and satisfactory an articulation between Junior 
and Senior High Schools as has been brought about in other cities, 
large and small. 

Those recommendations for an intermediate reorganization 
were submitted not only for the sake of pupils not going on to 
college, but particularly for those bound for college, in order to 
reduce their college preparatory period by at least a full year; 
and studies have been made of the age-grade distribution through 
the high school and also of the number of graduates annually 
entering college, to determine whether Brookline High School 
pupils are in fact a j^ear older than they ought to be and how many 
of the graduates are going on for four more years in college. The 
following tables show the distribution of the pupils of the years 
1915 and 1916 over the range of ages. (Figures supplied b}' the 
principal.) 

On examining these tables, one first notes that, as this record 
is taken in the autumn, the time of year most favorable for a low 
age-grade showing, certainly many, perhaps most, of these pupils 
will have passed into the next higher age before they complete 



324 



School Survey of Brookline 



the grade in which the tables place them; and consequently the 
dominant ages of pupils in all four years, according to both tables, 





Age-Grade Distribution, 


Autumn, 


1915. 






Ages in Years 


13 


u 


15 


16 


17 


IS 


19 


20 


21 


22 


23 


Totals 




Class 

of 

1919 


Boys 
Girls 
Totals 


4 
1 
5 


25 

19 
44 


52 

47 
99 


35 

44 
79 


13 
25 
38 


3 

4 

7 














First 










1 
1 




\ear 










273 
















Class 

of 

1918 


Boys 

Girls 
Totals 




4 
1 
5 


21 

29 
50 


34 
36 
70 


31 
21 
52 


6 

15 
21 


3 

1 
4 


1 
2 

3 










Second 


1 
1 








"Vear 






206 




Class 

of 

1917 


Boys 

Girls 
Totals 






4 

1 
5 


10 
14 

24 


28 
27 
55 


17 
24 

41 


13 

3 

16 


1 
1 
2 










Third 










\ear 








143 














Class 

of 

1916 


Bovs 
Girls 
Totals 








1 
2 

3 


16 
12 

28 


26 
22 

48 


10 
25 
35 


4 
3 

7 










Fourth 
















lear 














121 



















Age-Grade Distribution, 


Autumn, 1916. 






Agci 


in Years 


13 


14 


15 


IG 


17 


;.s' 


1.9 


20 


21 


Totals 




Class 

of 

1920 


Boys 

Girls 

Totals 


3 

4 

7 


21 
30 
51 


37 
53 
90 


21 
20 
41 


8 

5 

13 












First 












Year 










202 
















Class 

of 

1919 


Boj's 

Girls 

Totals 


1 
1 


4 
5 
9 


24 
28 
52 


38 
35 
73 


22 

28 
50 


4 

9 

13 




1 






Second 


1 

1 




Year 




1 


200 




Class 

of 

1918 


Boys 

Girls 

Totals 






6 
6 

12 


19 
27 
46 


20 
32 
52 


12 
14 

26 


2 

7 
9 








Third 












Year 










145 
















Class 

of 

1917 


Boys 

Girls 

Totals 








2 


14 

20 

'34 


18 
25 
43 


5 

8 

13 


3 
2 
5 






Fourth 












Year 








2 




97 

















The High School 325 

are a year or more above the "normal" age of 14-15 for first 
year, 15-16 for second year, 16-17 for third year, and 17-18 for 
fourth year. This fact appears quite strikingly in the class just 
admitted to high school, the class of 1920 in the second table; for, 
of the 202 pupils recorded, 144 have already reached the age 
of 15 to 17 years, while only 58 are 14 years old or younger. The 
tables also show that, in the ages above the normal for the grade, 
it is often the girls rather than the boys who remain in school; 
for example, the class of 1917 in the second table has 35 girls as 
against only 26 boys beyond the age of 17. 

Another fact apparent from these tables is the extensive 
elimination of the over-normal-aged pupils as the entrants of 
each year pass up the high school grades; and this process makes 
the upper years show up not so badly as they ought to appear 
from the point of view of over-age of pupils, for the simple reason 
that a large proportion of the over-aged have quit school, leaving 
the fourth-year group a highly selected class as to age as well as 
in other respects. Consider, for example, the class of 1919. 
In passing from their first year (table of 1915) to their second 
year (table of 1916), the 99 pupils of age 15 have fallen off to 
73 of age 16, the 79 of age 16 have decreased to 50 of age 17, the 38 
of age 17 have dropped to 13 of age 18, and the seven of age 18 are 
lost entirely from the column of age 19 in the second table. Simi- 
larly, in the class of 1918, on passing from their second year (table 
of 1915) to their third year (table of 1916), the 70 pupils of age 
16 fall off to 52 of age 17, the 52 of age 17 and the 21 of age 18 
drop to 26 of age 18 and nine of age 19 respectively, and the eight of 
ages 19 to 21 disappear altogether from the columns of ages 20 and 
21 in the second table. Finally, the class of 1917, the present 
graduating class, in passing from their third year (table of 1915) to 
their fourth (table of 1916), have lost (143 to 97) 46 pupils, 
a loss of 32 per cent; and 41 of these (28 from age 18 to age 19, 
plus 11 from age 19 to age 20, plus two from age 20 to age 21), 
would have fallen in the over-18 age columns of the table of 
1916. 

The conclusion is evident that Brookline High School pupils 
are a year or more older than they ought to be according to 



326 School Survey of Brookline 

"standard" high school ages; and that, even though the town 
may be doing better than many other places in holding pupils 
to graduation (a fact to be shown later), nevertheless, the advanced 
age of the upper class pupils is one potent factor in the eUmi nation 
that does occur. Certain studies, indeed, have produced percent- 
ages of "high school graduation expectancy" for various ages of 
the entering pupils, with the result that this percentage falls 
very rapidly as the age of the first year pupils rises; thus one 
study concludes that of 12 to 13-year-old entering pupils 65 per 
cent may be expected to be retained to graduation, of 13 to 14- 
year-olds 39 per cent, of 15 to 16-year-olds 29 per cent, and of 16 
to 17-year olds only 17 per cent. (Irving King, " The High School 
Age," page 196.) If, therefore, many pupils, especially boys, can- 
not be held in high school beyond the age of 18, and if a complete 
high school education is required for enlightened citizenship and 
efficient service, then manifestly appropriate is the recommenda- 
tion for such a reorganization of the school system as will make 
high school graduation before the age of 19 the common accom- 
pUshment. 

Of importance also in connection wath this age-grade inquiry 
is the question of the number of Brookline High School graduates 
going annually to college; for any reorganization to save these 
students a year or more below college is an urgent need in view 
of the fact that a considerable proportion of them have before 
them not only the full four-year collegiate course but also, beyond 
that, a professional course to pursue. Though the school should 
not be regarded as primarily a college preparatory school, the 
number of graduates going on to college is large, as the following 
table demonstrates: 



The High School 



327 



Brookline High School Graduates to College. 







Number 








Number 






Xianbcr of 


to 


Per 




Number of 


to 


Per 


Year 


Graduales 


College 


Cent 


Yerr 


Graduates 


College 


Cent 


1916 


105 


39 


37.1 


1910 


71 


21 


29.6 


1915 to 


"1 P>xaot 
/ not avai 


data 




1909 


76 


31 


40.8 


1913 


lable 




1908 


54 


15 


27.8 


1912 


87 


37 


42.5 


1907 


59 


24 


40.7 


1911 


73 


31 


42.5 


1906 


74 


36 . 


..48.6 



(Fisures for 1916 from the principal; other figures from the annual 
school reports.) 

From these figures it may be inferred that the college pre- 
paratory function of Brookline High School, though still very 
important, is now less significant in the life of the school than 
it was formerly, before the strong development of the General 
and Commercial courses that the last four years have brought 
about. Yet, so long as more than a third of the graduating class 
goes on to college, the most economical administration of college 
preparation between Grade VII and the end of the senior year 
of high school remains, for these pupils, at least, as much as for 
any others, an urgent desideratum. 

The list of colleges to which Brookline graduates have gone 
includes the following 22: Amherst, Boston University, Bow- 
doin, Bryn Mawr, Cornell, Dartmouth, Harvard, Haverford, 
Massachusetts Institute of Technology, Mount Holyoke, Prince- 
ton, Radcliffe, Simmons, Smith, Tufts, University of Maine, 
Vassar, Wellesley, Wesleyan, Wilhams, Worcester Polytechnic 
and Yale. And the reputed success of the city's boys and girls 
in this wide range of higher institutions speaks well for the quafity 
of their preparation in Brookline High School. 

The next feature of the high school inviting study is the 
present status and the trend of development in the distribution 
of pupils over the four years of the school and in the proportion 
of each entering class that the school succeeds in retaining until 
graduation. Upon these aspects of the American high school 
extensive statistical studies for the country as a whole have been 
made with the following results: 



328 



School Survey of Brookline 



Enrollment of High Schools in United States. 
Distribution by Grades in Estimated Percentages. 



In Year 


First 
Year 


Second 
Year 


Third 
Year 


Fourth 
Year 


Total 
Per Cent 


1913 
1912 
1911 


41.0 
41.0 
41.9 


27.0 
27.0 

26.8 


18.5 
18.5 
18.3 


13.5 
13.5 
13.0 


100 
100 
100 



High Schools of United States. 
Percentages of Entering Classes Retained to Graduation. 



First Year Glass 


Graduated 


Estimated Per 




of the Year 


from 


Cent Retained 


Result 


1910-11 


1913-14 


39.1 




1909-10 


1912-13 


38.8 


■ 37% 


1908-09 


1911-12 


39.6 


to 


1907-08 


1910-11 


37.9 


41% 


1906-07 


1909-10 


40.5 





(See Report of United States Commissioner of Education, 1914, Vol. 
II, pages 13, 14; 1913, Vol. II, pages 7, 8; 1912, Vol. II, page 15.) 

Three Special Studies of Retention to Graduation. 





A Given Class 










Shrinks Through the 


Per Cent of En- 






Studies Published 


Four High School 


trants Retained to 






in the Year 


Years in the Ratio of 


Graduation 


Result 




Thorndike's 1907 


27 toS 


29.6 


25^;, 




Ayres's 1909 


40 to 10 


25.0 


to 




Strayer's 1911 


80 to 26 


32 . 5 


33% 





(See United States Bureau of Education, Bulletin 1916, No. 8, page 101.) 

Without discussing the variation between the Thorndike- 
Ayres-Strayer studies and the corresponding tabulations in the 
commissioner's reports, one may make an interesting comparison 
between the foregoing figures and corresponding figures from 
Brookline High School as presented in the following table: 



The High School 



329 



Brookline High School Membership by Grades 
AND IN Successive Years. 







kl 

g 

O 
1 


a 
>< 
1 

H 


3 


.3 

■q. 


Percentages in Each Grade 


,s a 


< 






CO 


1 


3 




1916-17 


202 


200 


145 


97 

/ 


644 


31.4 


31.0 


22.5 


15.1 


1913-17 

43.7 


1915-16 


252 


190 




112 

/ 


695 


36.3 


27.3 


20.3 


16.1 


1912-16 

57.7 


1914-15 


247 


187^ 


.3/ 


88 

/ 


653 


37.8 


28.6 


20.1 


13.5 


1911-15 
45.4 


1913-14 


222^^ 


162 


/ 

106 

/ 


82 

/ 


572 


38.8 


28.3 


18.5 


14.4 


1910-14 
39.0 


1912-13 


^n' 


/ 


/ 
97 


87 

/ 


526 


37.0 


28.1 


18.4 


16.5 


1909-13 
46.0 


1911-12 


/ 

194 


/ 

141 

/ 


/ 
113 

/ 


95 

/ 


543 


35.7 


26.0 


20.8 


17.5 


1908-12 
46.3 


1910-11 


210"^ 


/ 

154 

/ 


116 


81 

/ 


561 


37.4 


27.5 


20.7 


14.4 


1907-11 

40.7 


1909-10 


189 


157 

/ 


/ 

99 

/ 


79 

/ 


524 


36.0 


30.0 


18.9 


15.1 


1906-10 
47.3 


1908-09 


205 


/ 
136 

/ 


105 

/ 


83 


529 


38.8 


25.7 


19.8 


15.7 


Result 


1907-08 


199^ 


/ 
130 

/ 


102 


68 


499 


39.9 


26.1 


20.4 


13.6 


39% 


1906-07 


167' 


126 


78 


63 


434 


38.5 


29.0 


18.0 


14.5 


to 
58% 



(Figures for 1916-17 from Principal; for other years irom School RejxrrU, 
number belonging December or January.) 



330 School Survey of Brookline 

Here the columns of percentages in each grade show that 
in every academic year for the past 11 years the grade dis- 
tribution in Brookline High School has been better than that 
given in the federal table for the whole country; for Brookhne 
has smaller percentages in the lowest grade, first year of high 
school, and larger percentages in the two highest grades, third 
and fourth years, a fact indicative of BrookHne's superiority over 
many other cities in holding a greater proportion of her high school 
pupils on into the graduating class. The same fact is brought 
out most strikingly in the last column, where it is seen that, for 
the past eight years, the percentage of the fourth year class 
entering four j^ars previously (the arrows in the left-hand columns 
facihtate tracing these eight classes through the school) ranges 
from 39 per cent to 58 per cent as against 25 per cent to 33 per 
cent in the Thorndike-Ayrcs-Strayer computations and 37 per 
cent to 41 per cent in the estimates of the United States Commis- 
sioner's Reports. The record of the class of 1916 is the most note- 
worthy, with a fourth year class not much under 60 per cent of 
their entering group in 1912-13. On the other hand, all this 
good showing in the matter of grade distribution and retention 
to graduation in no way contradicts the conclusion reached above 
in reference to the ehmination of "over-age" pupils; and one sees 
for Brookline the possibihty of a still more creditable, and indeed 
quite unique, record in retention of pupils to high school gradua- 
tion if the reorganization recommended in this report is effected. 

The table last given shows also, in the column of "total 
pupils," the marked increase in high school enrollment in the period 
from 1906 to the present time, an increase of 60.1 per cent (434 
to 695) to 1915-16 and 48.4 per cent (434 to 644) to the current 
school year, in which a doubtless temporary falling off has ap- 
peared. Yet, as was brought out in the chapter on the School 
Population the Brookhne ratio of high school pupils to all pupils 
in the school system is still by no means up to that attained in 
many other cities in Massachusetts and elsewhere, from which 
even less might be expected in high school attendance than is 
expected of a community hke Brookhne. 



The High School 
Distribution by Courses, 1916-17. 



331 



Years 


/ College 
Preparatory 
Boys Girls 


// College 

Technical 

Boys Girls 


/// Technical 
Boys Girls 


/r General 
Boys Girls 


V Commer. 
Boys Girls 


First 
Second 
Third 
Fourth 


30 39 
32 34 
19 32 
10 13 


21 
33 

27 1 
IS 


16 
S 
2 
1 


16 38 
7 41 
3 30 
6 21 


10 33 

13 29 

10 22 

8 21 


Total 


91 lis 


99 1 


27 


32 130 


41 105 




209 


100 


27 


162 


146 



(Figures from the princijial, as of November, 1916.) 

Distribution by Courses for Six Years. 



Academic 
Year 


/ 

Col. Prep, 
formerly 
Classical 


// 

Col. Tech. 

formerly 

Sub-Class. 


III 

Technical 


IV 

General 


V 

Commercial 


Totals 


1916-17 


209 


100 


27 


162 


146 


644 


1915-16 


204 


^"V 


49 


174 


158 


695 


1914-15 


24 


173 


158 


142 


156 


653 


1913-14 


21 


141 


154 


105 


143 


564 


1912-13 


12 


152 


147 


101 


116 


528 


1911-12 


10 


180 


139 


93 


130 


552 



(Figures for 1916-17 from preceding table; other figures from annual 
School Reports — number belonging December 31. I-ast three totals do not 
tally with totals given in Table of Membership by Grades, a discrepancy in 
the records.) 

The above tables present the distribution of the high school 
pupils among the several courses in the current academic year 



332 ' School Suevey of Brookline 

and the trend of enrollment by courses for the past six years. 
The courses are now named: / College Preparatory, II College 
Technical, III Technical, IV General, V Commercial. Prior to the 
curriculum revision of 1915, Course I was called the Classical 
Course (requiring Greek) and Course II the Sub-Classical (re- 
quiring Latin). 

Here appears the great shift of enrollment (indicated by the 
arrows) that occurred in 1915 when the curriculum was revised, 
(See below, section on Program of Studies and Curriculums.) The 
moribund Classical Course prescribing Greek was suddenly re- 
juvenated into the present vigorous College Preparatory Course : 
in which Greek appears only as a gently expiring elective: many 
pupils passed over from the Sub-Classical, now College-Technical, 
Course into the College Preparatory. At the same time the 
change of the Sub-Classical Course into the present College-Tech- 
nical without Latin drew many pupils into this course from the 
Technical, which is now the vanishing course. In fact the Table 
for 1916-17 shows how the Technical pupils have become so few, 
especially above the first year, that they must be merged into 
other instruction groups. These two tables therefore furnish a 
statistical basis for the recommendation that, unless conditions 
change very much in a short time, the Technical Course should 
be abandoned. (See below, section on Program of Studies and 
Curriculums; and compare the chapter on the School of Practical 
Arts and the section on a Junior High School in the chapter on 
Grades VIII and IX.) The second table also exhibits the steady 
growth and stabiUty of the Commercial Course and the rapidly 
growing importance of the General Course, the figures in these 
two columns clearly suggesting the need of inteUigent and sympa- 
thetic direction and development of these two curriculums. 

Building and Equipment, 
In the chapter on the School Plant the problem of the high 
school building is treated fully. The manifest imperfections of 
the present building for this large and growing school are clearly 
recognized by the School Committee and the people of the com- 
munity. Doubtless the planning and supervision of the new 



The High School 333 

building will be entrusted to architects who are specialists in 
school architecture and equipment. As long as present condi- 
tions prevail, the school must endure handicaps ranging from 
window bUnds that prevent the opening of windows and rows of 
unsightly and obstructive lockers in classrooms, to such more 
serious housing features as poor ventilation, utterly inadequate 
faciUties for physical education and gymnasium practice, regular 
use of a room so inappropriate as to be styled by pupils "the 
dungeon," and "lunchroom accommodations" that should be, 
for BrookUne, quite intolerable. Moreover, the present obvious 
lack of proper space and of needed administrative equipment 
and conveniences in the principal's office is interfering seriously 
with the development of the most efficient management. 

As regards equipment for the instructional activity of the 
school, glaring shortcomings appear in the hbrary and in part of 
the science department. All the more progressive communities 
of the country have come to realize that a trained librarian in 
the high school hbrary is worth as much at least as any one teacher. 
BrookUne High School apparently has the opportunity of entering 
into a co-operative arrangement vnih the town Public Library 
by which a member of the Library staff may be stationed in the 
high school library. Either in this way or by employing a com- 
petent school librarian independently, the School Committee 
ought to undertake the development and management of the 
high school hbrary in such wise as to make it a vigorously educative 
factor in the work of the school. As to the science department 
it may be said that, whereas the equipment for Physics and Chem- 
istry is probably ample, the instruction in Physical Geography 
seems to be proceeding in an almost purely bookish fashion with 
Uttle or MO illustrative material for maldng the subject concrete 
and relating it to the physiographical features of the BrookUne 
region and to the life experiences of the pupils. Similarly in the 
Biology room one finds some very pretty and convenient equip- 
ment for the handUng of notebooks, and a set of significantly 
clean and poUshed tables, but entirely too few signs of good faciU- 
ties, adequate paraphernaUa, and objective materials for making 
the study of living things a thoroughly realistic experience for 
the children. 



334 School Survey of Brookline 

Program of Studies and Curriculums. 

Brookline's policy in the matter of her high school program 
of stucUes and curriculums may be described as conservatively pro- 
gressive. An examination of the official Courses of Study 
and the subject outlines submitted by the principal and the heads 
of departments shows that the offering of subjects in the five cur- 
riculums ("courses") is largely in line with academic tradition and 
the entrance requirements of the more conservative colleges; and 
yet there appear also some developments in the direction of the 
practice of communities noted for educational pioneering. Con- 
sequently, as the high school enrollment increases, one may expect 
to see many new subjects introduced and a number of additional 
curriculums formulated to accomplish defined educational ends. 
Just what the future developments should be, the developing needs 
of the Brookline community must determine; but the important 
thing to be realized now is that, although the high school may 
have hitherto presented as much in the way of curriculum offering 
as seemed necessary or expedient, that offering, judged by the 
best present-day standards, is neither very extensive nor notably 
liberal. 

The first specific point to be considered in reference to the 
high school program and curriculums is the effect to follow from the 
estabhshment of the Junior High School this report recommends 
and the possible merging of the School of Practical Arts into the 
new intermediate school, if either of these steps should be taken. 
Obviously the new ninth grade in the proposed Junior High School 
would be made to preserve all the essential features of the present 
first year of all five high school curriculums. The new organization 
could, and doubtless would, be worked out so as also to improve 
the curricular articulation between the grades and Brookline High 
School, rather than produce any new disjointedness. An im- 
mediate improvement would be effected in the connection in French 
and in Latin. At present there is an awkward "optional French" 
in the College Preparatory Course, scheduled for two periods a 
week in the first year and three periods in the second year, for 
pupils who began French in the grammar grades, these two half- 
units serving to continue French from Grade IX and bring the 



The High School 335 

pupils up to the point where at the beginning of the present third 
liigh school 3'ear they may be classified with pupils who had simply 
one year of French in the high school itself at five periods per 
week. This awkward arrangement would be unnecessar}^, and 
might be at once discontinued, when a direct transition could be 
made from the Junior High School ninth grade to the first j'ear of 
a three-year Senior High School, the new tenth grade correspond- 
ing to the present eleventh grade or second j^ear of high school. 
Again, there is in Latin at present a special "beginning Latin" 
class offered in the high school first year for pupils who have not 
previously studied Latin; and, in order to have this group join 
the "regular" Latin pupils (those who had Latin in Grade IX) 
at the beginning of the second year, a double time allowance is 
put upon the subject, an arrangement that forces these "irregular" 
pupils to do practically two years of Latin in one year and that 
their first year in high school. This "Latin IV D" obviously 
constitutes a vigorous experience for those first year unfortunates 
who chd not take Grade IX Latin or who have just come into 
Brookhne, but who desire to study Latin in high school. INIore- 
over, when the number of pupils presenting themselves to form 
this special Latin class is small, no class is organized (as happened 
in Septbemer, 1916); and then follows the undesirable result 
that Latin cannot be begun in Brookhne High School, even pupils 
in the General Course, preparing for normal school, being precluded 
from taking Latin. This point of awkwardness in the program 
of studies should be corrected; so that, whether or not a general 
reorganization to Junior and Senior High School plan is under- 
taken, pupils may, without the penalty of doing double time, 
begin Latin in the high school and have at least three years of 
elective Latin open to them under conditions made just as 
"regular" as is the offering of three years of German or French 
begun in the present second year. 

As to the scope of the educational offering in the Brookhne 
High School program of studies (the whole range of subjects, 
prescribed and elective), it may be said that, besides a limited 
amount of work in Art, Music, and Physical Training, the school 
affords opportunities for a number of year-courses in all seven of 



33G School Survey of Brookline 

the major fields of secondary school study, English, Foreign 
Language, Social Science, Natural Science, Mathematics, Com- 
mercial Branches and Manual Arts. The limitation of the work 
in physical education is, as noted elsewhere in this report, pri- 
marily due to the imperfect housing of the school and the lack of 
adequate gymnasium facilities. Moreover, it must be recorded 
that, although the school is not predominantly a college pre- 
paratory institution, as the growing importance of the General 
Course and the Commercial Course amply demonstrates, never- 
theless the college influence is permitted to warp some of the work 
out of the line of development likely to be most beneficial to the 
non-college-preparatory pupils; for example, the course called 
"Junior Chemistry," which was "intended to correlate with 
Domestic Science and daily life," has been "forced to do college 
preparatory work." Again, in the course in Mathematics a 
large proportion of the time in the two upper years, especially 
in the third year, is given up to reviews upon college preparatory 
work and to quite frankly acknowledged coaching for the college 
entrance examinations to be taken at the end of the third and 
fourth years; so that desirable advances in the study of Mathe- 
matics, for example, into the field of Trigonometry and even the 
elements of Analytic Geometry (to gain, for one thing, a more 
perfect understanding of graph work), are prevented by this sub- 
servience to the colleges. Manifestly, at these points and at any 
other points of similar maladjustment, a readjustment should be 
effected so as, if possible, not to sacrifice the interests of any group 
of pupils, particularly if the needs of a larger number of non-college- 
bound pupils were neglected in favor of the demands of a smaller 
body of college preparatory pupils. Upon this whole question 
of the fulfillment of college entrance requirements, all New Eng- 
land and the East in general can learn much from the Middle 
West and the Far West in the way of educating the colleges up to 
the acceptance of any good high school graduation requirements. 
In reference to the particular units of work in the various 
subjects offered through the four years, one notes for commenda- 
tion the progressiveness shown in the revision of part of the offer- 
ing in the Department of Social Science so as to emphasize Modern 



The High School 337 

History and the study of, or at least preparation for the study of, 
present-day problems; although certainly the new combined 
United States History and Civics should be given five periods 
a week instead of only four. Shortages, however, appear in this 
department, in that no Industrial History and no Economics 
are offered the pupils of the school except the Economics listed 
with Business Law in the Commercial Course; and it would seem 
also incumbent upon the Social Science Department to sub- 
stitute Commercial and Economic Geography for the Physical 
Geography now prescribed in the second year of the Commercial 
Course. Another development worthy of commendation is the 
differentiation of content undertaken in certain subjects, for 
example, in Enghsh and in Natural Science, to meet the needs 
of different classes of pupils — "Commercial Enghsh" for the 
Commercial classes versus the traditional academic or college 
preparatory English, and General Course Physics versus the 
college preparatory Physics. On the other hand, it is disappoint- 
ing to find no indication of differentiated treatment of the subject 
matter of first and second-year Mathematics, although the 
number of recitation classes in both Algebra and Geometry (five 
sections of each) is sufficient to afford ample opportunity for 
interesting differentiations here; for example, at least one section 
of each of these years in Mathematics might be devoted to some- 
thing hke the "composite" or "co-ordinated" Mathematics 
of the School of Education High School of the University of 
Chicago, now attracting much attention (compare also the work 
of Evans and Marsh in Boston), and such correlated Mathematics 
would seem to be particularly appropriate to the General Course 
— indeed, at least one unit of such ^Mathematics might with 
advantage be prescribed in that course, as will be shown later. 

Other shortcomings of the Brookline High School program 
of studies, in comparison with the more progressive and more 
comprehensive programs found in corresponding schools else- 
where, appear in German, Community Civics, General Science, 
Physiology, and Latin. The school offers only three years of 
German alongside of four years of French; but there seems to 
be quite as much reason for four years of the one as of the other. 



338 School Survey of Brookline 

and, in fact, the opportunity to get four years of German ought 
to be afforded in the Technical Course and the Commercial 
Course, if in no others. Two new secondary subjects known as 
Community Civics and General Science are being introduced 
into many school programs, generally in the first year of a four- 
year high school or in the Junior High School; and BrookUne 
may well consider adding both these to her secondary educational 
offering — the latter subject, indeed, General Science, may be 
made to serve admirably as an enlightening forerunner of the study 
of the special sciences of Biology, Physiography, Physics and 
Chemistry. The shortcoming in Physiology is seen in the cir- 
cumstance that the only Physiology taught in the school consists 
of a minor part of the first-year Biology, a subject not listed in 
all the curriculums and occurring in part only as an elective where 
it is listed; yet Physiology should be an inseparable correlate 
of the instruction and practice in Physical Training given to all 
the pupils of the school. Finally, as to Latin, it may be asserted 
that Brookline High School offers both too much and too Httle 
Latin. A complete secondary course in Latin, covering four 
years, more or less, is now generally regarded as college preparatory 
work; and, consequently, a pubhc high school need not make 
its Latin offering more extensive, and therefore more expensive, 
than the fulfillment of the college entrance assignment in Latin, 
usually only the beginners' book, Caesar's " Gallic War " I-IV, 
six orations of Cicero, Virgil's "Aeneid " I-VI, and the four years 
of accompanying Grammar and Prose Composition. Brookhne, 
however, in her five years of Latin, beginning with the present 
Grade IX, offers considerably more than the standard four-unit 
college entrance requirement in Latin, as the report of the head 
of the Classics Department clearly shows. On the other hand, 
it can be argued that the pupils have offered to them too httle 
Latin: first, because, as was shown above, it is difficult and in 
some years impossible to begin Latin in BrookUne High School; 
and second, because the school has not yet worked out a one-year 
or two-year non-college-preparatory course in "Latin for Eng- 
hsh," a highly enlightening form of Latin study to be sharply 
differentiated from the traditional Latin, defined in college 



The High School 339 

admission statements. Brookline High School could very readily 
undertake the development of this proposed special Latin, here 
called "Latin for Enghsh, " and in doing so she would be creating 
a new and valuable addition to the subjects of her curriculums and 
at the same time be making a real contribution to secondary 
education. 

So much having been said about the studies forming the 
whole program of the high school, the five organized curriculums, 
officially called "Courses of Study," must now receive considera- 
tion. These five curriculums, named the College Preparatory 
Course, the College Technical Course, the Technical Course, 
the General Course and the Commercial Course, represent the 
town's effort to guide the high school boys and girls through four 
years of well planned study to the outcomes of preparation for: 
first, successful admission to college (Courses I and II) ; second, 
skilled manual industry (Course III); third, admission to normal 
school or "entrance into life" (Course IV); and fourth, com- 
mercial pursuits (Course V). Obviously the first of these pur- 
poses is the most definite, the most surely attainable, and the 
least in need of comment in this report, so long as conditions in 
the matter of going to college remain as they now are, particularly 
in New England. If one wants to enter Harvard or "Tech," 
he must perforce fulfill the prescribed entrance requirement, 
whether or not the performance of that task constitutes a reason- 
able and educative experience; and the Brookline school authori- 
ties may be trusted to have Courses I and II always conforming 
to the Harvard and Technology prescriptions. Course III, the 
Technical Course, presents, since the great shift of pupils' elec- 
tions in 1915, a puzzling situation, as was shown in a preceding 
section of this chapter; so that, unless the enrollment in this 
curriculum can be built up, the Technical Course might just as 
well disappear from the printed program, in correspondence with 
its disappearance from the school. On the other hand, as is 
recommended elsewhere in this report (cf. chapter on School of 
Practical Arts), the Technical curriculum might be taken over 
into the part of the proposed Junior High School that would 
absorb the School of Practical Arts. 



340 School Survey of Brookline 

Course V, the Commercial Course, may be examined from 
the points of view of (1) particular subjects pursued, (2) hues 
of advantageous development, and (3) arrangements to provide 
pupils with practical experience. As this is professedly a voca- 
tional curriculum, so understood and elected by the pupils, 
the list of subjects prescribed or offered electively as elements 
of a general education, alongside the specifically commercial 
branches, need not include subjects special to other lines of partic- 
ular educational preparation and should include as many general 
culture subjects as can be conveniently presented. Applying this 
principle, one may make several such changes as Science or 
European History in place of the prescribed first-year Science, 
Geography or Modern History in place of the prescribed 
second-year Physical Geography, and English History or Science 
in place of the prescribed third-year History. In this connec- 
tion, however, consideration may with advantage be given to 
the suggestion offered above, that Commercial Course pupils 
may derive more benefit from a year of General Science and a year 
of Commercial and Economic Geography than from the Biology 
and Physical Geography now prescribed for them. It is good 
to see in this curriculum the Algebra dropped down into the 
elective group of studies; and no harm, and perhaps some good 
would come from adding Geometry to the second-year electives. 
It is also a mark of high school progressiveness to see no foreign 
language prescribed for these pupils; but it would certainly im- 
prove the curriculum to offer German alongside French through 
all four years, and thus make possible a four-year course in Ger- 
man. As to the lines of advantageous development for the 
Commercial Course, one sees the beginnings of a desirable dif- 
ferentiation in the present third-year and fourth-year alterna- 
tives presented in "Advanced Bookkeeping and Banking or 
Stenography and Typewriting" and "Business Law and Eco- 
nomics or Stenography and Typewriting." With this as a point 
of departure, the curriculum should be developed, as the en- 
rollment grows, into a threefold differentiation (possibly even three 
fairly distinct curriculums that might be named the Acconuting, 
the Secretarial, and the Merchandising Courses). The time may 



The High School 341 

come, too, when the introduction of unified two-year curriculums 
(for example, the short Clerkship Course) may be demanded 
if a curriculum of this character is not provided in a Junior High 
School. As to arrangements for providing practical experience 
for Commercial Course pupils, it seems that little or nothing 
has been accomplished thus far. Yet this is just the direction 
in which something, even though not a great deal, needs to be 
done if these pupils are to be prepared to take positions with 
confidence and actual acquaintance with real work, as soon as 
they are graduated. Consequently, in the fourth year, if not 
earlier, "co-operative" arrangements should be worked out to 
place commercial seniors at actual part-time work in office, stores, 
or elsewhere, in order to provide them with the genuine experi- 
ence they need to get. Much of good may accrue to some of 
these pupils from being placed right in the offices of the city 
school system itself, in the high school, in the larger elementary 
schools, and in the Superintendent's office; and at those posts 
they might render valuable assistance not only with correspond- 
ence but also with records, statistics, reports, and in the general 
improvement of the business side of school keeping in Brookline. 
The General Course, Course IV, is in some respects, in 
Brookhne and elsewhere, the most interesting curriculum of the 
school and the curriculum most fraught with possibilities for the 
personal awakening and the educational development of high 
school boys and girls. This curriculum, of course, should be 
advised for all pupils who enter high school without clearly 
defined purposes, and who therefore are to undergo here, con- 
sciously or unconsciously, with or without aid and guidance, 
more or less of a "self-discovery experience," more or less of a 
" prevocational try-out" even though mainly in academic lines. 
Consequently, this curriculum should be made as rich as possible 
in educative opportunities, while at the same time it is con- 
structed upon principles, and controlled by a prescription of 
studies, justified by the best current educational philosophy. 
Examined from this point of view, Brookfine's present General 
Course both merits commendation and requires some revision. 
The construction of the curriculum exempUfies the principle 



342 School Survey of Brookline 

of concentration in the requirement of four continuous years of 
work in three fields of stucty, Avith English as a constant; the 
principle of distribution in the reciuiremcnt that the pupils' study 
through each year shall be distributed over four of the broad 
subject fields; and the principles of election, alongside of pre- 
scriptiori, and attention to individual interest in the array of elec- 
tives offered throughout the curriculum. Commendable and 
also distinctly progressive are the features of no yr escribed foreign 
language and of sohd attainments in Natural Science and Social 
Science. On the other hand, although the traditional Algebra 
and Geometry have been happily confined to the elective list, it 
is exceedingly questionable whether General Course pupils should 
be permitted to pass through high school without having taken 
some Mathematics. Here, therefore, is a place where the in- 
troduction of at least one year of the new "composite," "co- 
ordinated," or "correlated" Mathematics as an additional pre- 
scribed item may be strongly recommended; for axiom, formula, 
equation, theorem, proposition, proof, unknown quantity, 
negative number, variable, graph, and other similar concepts, 
and a definite appreciation of and some actual experience with 
the rigorous methods of secondary ]\Iathematics, are elements 
of a Hberal education that no high school graduate should have 
missed. In the matter of electives, also, the point can be made 
that the General Course should offer practically everything 
found in the whole program of studies except technical subjects 
leading to specific goals. Thus, for example, these pupils should 
have the opportunity of getting four j^ears of German, INIathe- 
matics II and I (the Mathematics of years three and four), print- 
ing as a form of Manual Training or an art correlating with 
English, and by all means the elements of account keeping, 
even if a new unit different from the present Introductory Book- 
keeping has to be developed. Moreover, as the school grows, 
and new subjects are added to the program of studies, these 
may always with propriety appear somewhere in the General 
curriculum, just so long as they are meant to be elements of 
liberal education or instrumentalities for trying out pupils' 
abilities and aptitudes. The ultimate outcome of this process 



The High School 343 

will very likely be the expansion of the General Course, at least 
above the first year, into several more or less distinct curriciilums, 
having differentiated objectives. 

Finally, in reference to all five of the present formulated 
curriculums and any other "courses" that maybe set up, it can 
be remarked that just as rapidly as there grows in the field of 
secondary teaching the conceptions of youth as the period for 
"finding one's self" and of the secondary school as society's 
principal organized agency for facilitating this self-discovery, 
so rapidly will become estabhshed in the minds of school officials, 
teachers, and parents, the notion that all curriculums, except those 
specifically vocational in character, should be regarded as sug- 
gestions rather than prescriptions and administered in no rigid 
and inflexible manner, but with full regard to the continuous 
readjustment of educational means to the developing and changing 
needs of adolescence. 

High School Shop Work. 

When the Brookline school authorities provided the splendid 
]\Ianual Training equipment in the Manual Training High School, 
it was not anticipated that a diminishing number of boys each 
year would elect Manual Training courses. This, however, has 
proved to be th'e fact. In the fall of 1916 there were but three 
boys taking Forging, 10 Machine Shop Practice, 73 ]\Iechanical 
Drawing, 18 boys and 16 girls Art Metal Work, 76 Cabinet Making, 
Wood Turning, Pattern Making, and Foundrj'. The total number 
of boys taldng Manual Training courses is about 117. This is 
a small proportion of the boys attending the high school and, 
according to the statements of the shop instructors, a much 
smaller number than formerh' took Manual Training. The 
upper classes have diminished in larger proportion than have the 
lower classes. The drawings on pages 384 and 385 show the 
extent to which the shops are being used by the high school and 
the School of Practical Arts. 

The high school is appeahng to the College Preparatoiy and 
Commercial pupils, but the boy who wants industrial training of 
general or of specific type is not attending the high school. Twa 



344 School Survey of Brookline 

reasons suggest themselves. First, aside from commercial train- 
ing, the high school is laying special emphasis on college prepara- 
tion and not upon finishing courses for pupils who must soon enter 
•emploj^Tiient. Second, the Manual Training courses do not appeal 
to the boy as adequate industrial training. 

The aim of the shop courses is decidedly cultural and in- 
formational. Practically no evidence of industrial training is to 
be found. With one or two exceptions, the work is taught on 
the formal exercise basis. This type of work will not satisfy the 
boy who is looking for industrial training. 

If the shop equipment in the high school is to serve a larger 
group than it does at present, two things must be done. In- 
dustrial work of a worth-while type should be given to the pupils 
in the grades below the high school, and more practical and 
more varied shop courses should be introduced in the high school. 
The pupils who enter the high school at i^resent have not had the 
sort of contact with practical shop activities that would give 
them an appreciation of this kind of work. As pointed out in 
the discussion on the School of Practical Arts, the organization 
of a Junior High School would make it possible for a large group 
of boys to become interested in mechanical processes. The 
Practical Arts Course in the Junior High School would be con- 
tinued in the Senior High School with general or specific trade 
training in the first part of the course and technical training in 
the last two years. This plan would give practical training to 
the boy who cannot remain for the completion of the course. 
The boy who does complete the course would have the further 
advantage of a technical training based on the previous industrial 
training. 

Practical shop courses would involve quantity production 
turned out on an industrial basis. This would apply to the wood- 
working, metal working, printing, and other trades that may 
be introduced. The need for a large forge shop is questionable. 
It is recommended that the greater part of the equipment be 
disposed of and the remainder be placed with the machine shop 
equipment. In the opinion of the committee, the forge work 
that will function to best advantage could be taught in the ma- 



The High School 345 

chine shop. If a few modifications were made, the machine 
equipment might replace part of the forge equipment in the 
present forge shop, or a small part of the forge equipment could 
be installed in the present machine shop.. The foundry practice 
could be taught to best advantage during the Pattern Making 
course rather than as a separate unit following this course. A 
small part of the present foundry equipment would answer the 
purpose. If the remainder of the foundry equipment should 
be placed in the Junior High School, then, l^y making a few simple 
changes in the room, the Pattern Making shop could be located 
in the present foundry. These suggestions are made with the 
aim of grouping the processes in proper relation to each other, 
and at the same time to provide space for the introduction of 
additional activities. These recommendations are similar to 
those made in connection with the School of Practical Arts. 

Organization and Management. 

The discussion of the organization and management of 
Brookline High School may, for the purposes of this report, be 
handled under the heads of : The relations of principal and faculty, 
the departmental organization, the size and composition of classes, 
the general discipline of the school, the assignments of work to 
teachers, and the organization as affecting high school costs. 

As far as the observations of the members of the Survey 
Committee warrant a judgment upon the relations, personal and 
professional, subsisting between the principal and his faculty 
and among the members of the faculty, these relations may be 
characterized as excellent. Nothing was found, or presented 
by any one connected with the school, to indicate any lack of 
good esprit de corps. The five regularly appointed heads of 
departments act as official intermecUaries between the head 
master and the assistant teachers in the definitely organized 
departments; and the head master himself holds conferences of, 
and issues instructions to, the groups of teachers in subject fields 
not officially organized into departments. Furthermore, all 
the teachers, individually or in groups, have at all times easy 
access not only to their heads of departments but also to the 



346 School Survey of Brookline 

head master, for consultation, advice, and assistance; and it is 
reported that such individual and group conferences are fre- 
quently held, especially for the consideration of particular prob- 
lems — for example, early in the year a conference of the teachers 
of first-year classes will be called. On the other hand, the policy 
of dispensing with general faculty meetings is quite open to 
question. There is, indeed, one faculty conference each year 
according to the principal's report; when, on the day before the 
opening in September, a full faculty meeting is called to present 
the organization of the school for the year and distribute 
to the teachers their individual program cards. But that other 
faculty meetings through the year, particularly if held at regular 
intervals (as monthly) should be found useless and Ijoring to 
all in attendance is a possible but ])y no means a necessary conse- 
quence. One of the greatest problems in high school adminis- 
tration, as soon as the school grows to a size requiring more than 
half a dozen te'achers, is the problem of unifying the faculty, 
of preventing the teachers from becoming relatively narrow, 
and almost absolutely isolated subject specialists; and under 
the departmental organization of the large high school there is 
need of special effort to keep the faculty together for just that 
teamwork which the individual teacher is prone to neglect even 
while preaching the observance of it to the pupils. The high 
school faculty meeting can be made to promote the unifying 
of the faculty (as a recent significant Cincinnati report sets 
forth) by creating in the teachers a lively consciousness of common 
general aims in the whole work of the school; by showing how 
every teacher can have some participation in the general manage- 
ment of the school; by having all teachers get a knowledge of, 
and an interest in, each other's work, by setting up lines of 
direct co-operation in instruction and classroom govermiient; 
by bringing about the employment in common of some features 
of good technique of the recitation; and by being, therefore, 
developed eventually from "routine faculty meetings" into im- 
portant professional conferences. 

In the matter of the departmental organization of the school, 
appropriate questions are: What determines the formal designa- 



The High School 347 

tion of a department and the appointment of an official head of 
department; what present heads of departments, if any, are 
unnecessary and, on the contrary, what departments should be 
formally org;anized; and what are the duties and activities of the 
heads of departments as such? The "Rules of the School Commit- 
tee" (1914) give no directions for organizing a high school depart- 
ment although as conditions in Brookline High School now are it 
might be proper to have a rule to the effect that a department may 
be organized when, and continued as long as, the number of 
teachers in a given subject or field of work is not fewer than three 
and the number of periods of class instruction in this subject or 
field is not under 60 periods per week. At present there are nine 
subjects or subject fields employing three or more teachers each, 
as follows: Enghsh, six teachers; Modern Languages, five; Natural 
Science, four; Mathematics, four; Commercial Branches, four; 
Social Science, three; Classical Languages, three; Manual Arts, 
three; and Household Arts, three. Of these, five are officially or- 
ganized departments with departmental heads, namely: English, 
Natural Science, Mathematics, Commercial Branches, Classics; 
so that, while the departmental group involving next to the 
largest number of teachers, Modern Languages, with five teachers, 
is unorganized, one of those at the lower end of the list, the three- 
teacher groups, is organized as the Classical Language Depart- 
ment. Very hkely there was a time when the amount of work 
in the Classics was sufficient to employ more than three teachers. 
Now, however, whether or not the continuance of the Classics 
Department should set up a presumption that also Social Science, 
Manual Arts, and Domestic Arts Departments ought to be 
officially formed, nevertheless it is certainly a fact that a Modern 
Language Department could be organized with advantage to 
the school; and it may be said that here, with five teachers' work 
in three languages (French, German, and Spanish) to be super- 
vised, there is greater need of an official head of department than 
in the Classics Department, now involving but two languages 
(with Greek apparently dying out) and the teaching time of only 
two and a half teachers. Furthermore, this judgment is rein- 
forced by the showing in the classification tables given below, 



348 School Survey of Brookline 

where one sees 28 and 25 recitation classes in French, German, 
and Spanish, and only 13 and 11 classes in Latin and Greek, 
indicating a correspondingly greater total number of pupils 
pursuing the Modern Languages. 

The duties' and activities of the heads of departments as 
such were learned by requesting each head of department to 
submit a written statement. The first statement received begins 
with the frank declaration: "The situation is anomalous. So 
far as I am aware my duties have never been defined by any one 
in authority." This is an acknowledgment suggesting at once the 
recommendation that some definition of the duties of heads of 
departments be undertaken, perhaps by the heads themselves 
in conference with the head master and the Superintendent. 
On the other hand, the remainder of the statement from which 
the foregoing quotation comes and the statements of the other 
four heads of departments all indicate that some very good work 
in the direction of departmental organization and management 
and the unification of instruction is being done. In reply, how- 
ever, to the specific request, "Please tell what supervision of 
instruction you conduct," the answers show that not so much 
in this direction is accompKshed as would be advantageous and 
as might properly be expected if the school schedule were arranged 
to afford heads of departments more periods for supervisory 
visitation in the classrooms of the masters and assistants than 
are now available. Judicious supervisory visiting by a sym- 
pathetic but keen-sighted head of department should be made 
a prime factor in the improvement of teachers after appointment, 
especially in the cases of the younger and less experienced teachers. 

Under the head of size and composition of classes, i.e., recita- 
tion groups, the first item of interest is the number of pupils per 
teacher for the school as a Avhole. ITpon this point the annual 
school reports furnished figures that place Brookline in striking 
and most favora})le contrast with other cities. This is, however, 
a fact so well known that it has been made the subject of pub- 
fished comment outside of Brookfine; for example, three years 
ago the Superintendent of Newton, Mass., presented in his 
annual report (Februaiy, 1914) a talkie in which Brookfine, in 



The High School 349 

the matter of number of high school pupils per teacher, was set 
off in contrast with 33 other Massachusetts cities, the Brookline 
■ figure being 20.52, whereas the figures for the other cities ranged 
from 22.07 to 35.25 with an average of 27.76 pupils to the teacher. 
From the Brookline reports the following figures were obtained: 
High school average number of pupils per teacher based upon 
"average membership" — 1910, 19; 1911, 20; 1912, 20; 1913, 
20; 1914, 22; 1915, 24; and 1916 (for the school year 1915-16) 
25.4 pupils per teacher. It must be pointed out, moreover, that 
probably the last figures given should in strictness be lower than 
they are. Thus the 25.4 for 1916 is obtained by dividing the 
average high school membership, 686.1 pupils, by 27 as the number 
of teachers, this latter figure being the number of listed high 
school teachers, 31, less four that are counted out as "special 
teachers," because their work is in the "special" fields and their 
time is given partly to Practical Arts pupils. But this seems 
not a sufficient reason for reducing the teacher divisor in this 
way: so that, if 31 is taken as the divisor, the quotient for average 
of pupils per teacher drops to 22.1; and if, on the other hand, 
because a number of the high school teachers have Practical Arts 
pupils for certain periods of the week, the two schools should 
be considered as one for the present computation, we should have 
an average membership of 760.3 pupils (686.1+74.2) and a 
teacher divisor of 38 (31 + 7) producing an average of pupils 
per teacher of 20 for the two secondary schools together — or 
21.1 if the two principals are left uncounted. In any case, how- 
ever, to be able and willing to maintain so low an average of 
pupils to the teacher is very exceptional in public high school 
administration and greatly to the credit of Brookline. Whether 
or not the present ratio is unnecessarily and expensively low will 
appear on considering in detail the classification in the high school 
through the past two years. 

The following tables present the class {i.e., recitation section) 
organization of the school last year and this year, excepting th& 
subjects of Art, Physical Training, and INIusic, that do not fit 
into this tabulation. 



550 



School Survey of Brookline 



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352 School Survey of Brookline 

These tables exhibit the exceptionally small number of pupils 
to the class that prevails in Brookline High School. In 1915-16 
there were so many classes with fewer than 20 pupils that the 
middle 50 per cent of all the classes in the school showed an 
enrolhnent range of 19 to 26 pupils. Again, in 1916-17 the 
small classes are so numerous that the middle 50 per cent is found 
in the range of 17 to 24 pupils; and there are no less than two 
dozen classes with fewer than 15 pupils each. Of course it is 
well understood that in a school offering a number of differentiated 
curriculums some classes, particularly in the two upper years, are 
bound to be small; yet it is equally well known that the most 
effective recitation work will not appear in very small classes, 
and, moreover, by no means are all the smaller classes here found 
in the last two years of the school, as the original data clearly 
demonstrate. What should be regarded as the proper size of 
a recitation class depends somewhat upon circumstances, includ- 
ing the character of the study or exercise concerned; so that a 
principal will often feel justified in making, for example, smaller 
sections in shop or laboratory work than in such academic, "book- 
ish" work as History or Mathematics or Latin. The prevailing 
opinion, however, upon this matter sets a standard for public 
high school classes decidedly above the dominant sizes of classes 
in Brookline High School; often the range from 25 to 30 pupils 
to the class is advocated; and in certain pubUshed reports classes 
of 28 to 35 pupils are approved as reasonable and not too large 
for effective instruction when in the hands of good teachers. Never- 
theless, on the assumption that Brooldine is abundantly able 
and altogether wilHng to do better by her youth than most cities 
can do, it maj^ be here recommended that Brookline assume as 
her standard for high school recitation classes a range of 20 to 
28 pupils. This proposed standard is applied above in the table 
for 1916-17; where the classes falUng within the standard are 
graphically blocked off', and the final columns of the tabulation 
present the number and per cent of classes dropping below 20- 
pupils and running above 28 pupils. These last columns point 
out the particular subject fields in which special effort should be 
made to reduce, and eliminate altogether when possible and not 



The High School 353 

pedagogically inadvisable, the numerous under-sized classes (52 
in all, 36.6 per cent) and the relatively few over-sized classes 
(10 onl}', seven per cent) ; and, in proportion as success attends the 
reduction of the number of these under-sized classes, the school 
can be made to provide, to some extent at least, for an increased 
enrollment without the appointment of additional teachers. 
Apparently, for example, it would be quite as feasible to double 
up the three-pupil and five-pupil classes in Manual Training 
and Mechanical Drawing as it was to effect the corresponding 
consolidation in Domestic Science that has been made in the 
class designated "Domestic Science I and II." 

An examination of the composition and character of the 
recitation classes discloses a mode of classifying pupils that 
presents both an advantageous and disadvantageous aspect. 
There is a manifest tendency, amounting to a principle of organiza- 
tion for the school, to group pupils into classes accorcUng to the 
curriculums, or courses, they are pursuing. This is, in part, an 
inevitable and quite desirable arrangement, particularly in the 
more special and technical classes of the school program; thus, 
only College Preparatory pupils are to be expected in the class 
in "College Review History" and onh^ Commercial Course pupils 
are expected in the class in "Business Law." On the other hand, 
when in the subjects of a more general and broadly cultural 
character as is most of the English and History, especially that 
of the first two years (where pupils are new to the school and are 
in the various courses with less finality of decision than they 
feel in the third and fourth years), there is set up a grouping of 
pupils in recitation sections strictly according to the curriculums of 
their enrollment, an undemocratic spirit with more or iess of 
social stratification raay be introduced or fostered by this classi- 
fication. In the present j'car's classification, for example, in 
first-year English there are 10 recitation classes, but they fall dis- 
tinctly into five groups according to the curriculums of the school: 
three College Preparatory classes, one College Technical class, 
one Technical Course class, two General Course classes, and three 
Commercial Course classes. Again, throughout the organization 
and management of the school there is apparent A certain aversion 



354 School Survey of Brookiine 

to the mixing of high school pupils and Practical Arts pupils even 
in subjects common to the curriculums of both the interlocking 
schools, as in Manual Training recitations and shop work, in 
Commercial Branches, and in Domestic Science. Evidently, 
existing arrangements might promote social education of the 
wrong sort for the best hfe in the American democracy; and, in 
addition, this mode of classification doubtless stands responsible 
for some of the under-sized sections through the school, as one 
finds right here in the English classes the College Technical 
division having but 19 pupils and the Technical only 11. Further- 
more, classification according to the curriculums of the pupils when 
extended to the general subjects of the program produces segrega- 
tion by sex to an extent that may be neither necessary nor desir- 
able for the school, ais is seen perhaps in the present English 
classes of boys only and a Physics class composed wholly of girls. 
Just one thing — • but this may become a very important con- 
sideration — may be offered in justification for the principle of 
thoroughgoing classification according to curriculums: that is, the 
opportunity thus afforded for the working out of desirable dif- 
ferentiations in subject matter and method, even in the more 
general (versus the special and technical) subjects, in order to 
adapt the school more perfectly to the varying needs of the pupils; 
and in certain directions the Brookiine faculty are plainly at 
work upon such differentiations as appear, for example, in the 
development of "Business English" in contrast with the tradi- 
tional Hterary, historical, even esoteric English of the standard 
college entrance requirements. 

All this study of the composition of classes leads, finally, to 
the question of co-education in Brookhne High School. Upon 
this somewhat mooted question the prevailing practice in Ameri- 
can public education, as is well known, favors, even where no 
necessity exists, co-education rather than, segregation through the 
adolescent years as well as in childhood; and certainly much is 
to be said for the proposition that the way to get an adult citizen- 
ship of two sexes living in right relations is to bring up the two 
sexes of youth together, educating them along the way into that 
right relationship — especially as any enforced and more or less 



The High School 355 

artificial school segregation stands in striking contrast with the 
natural and inevitable informal co-education going on all the 
time in the home, on the street, in the church, and everywhere 
else. Specifically for Brookline it can be asserted that in the 
high school inspection made for this report nothing was found to 
indicate any unwholesome condition arising out of the co-educa- 
tion in the school; so that it is probably true in Brookhne, as it 
certainly often is elsewhere, that at bottom motives other than 
anxiety over the possible deterioration of the character and con- 
duct of 5'outh under co-education in public high schools dictate 
in most cases the transfer of boys and girls from these schools 
to other institutions. 

The general discipline of the school is undoubtedly^ good, and 
the relations existing between pupils and teachers appear to be 
altogether what they should be — except in one case of which 
the head master is fully aware. In one or two other cases junior 
teachers of the faculty need some advice and assistance toward the 
development of strength and resourcefulness in class management, 
for example, in the supervision of large groups during study 
periods; but this is always to be expected in a large school. Ex- 
cepting the case of disciplinary weakness just alluded to, only 
in a single instance during visits to all the classrooms while recita- 
tions were in progress did any incident occur exhibiting improper 
speech or behavior from a pupil to a teacher; and upon that oc- 
casion the teacher met the little outbreak of adolescent ''con- 
trariness" with a quiet firmness that indicated admirable poise 
and self-control. There is, however, one habit prevalent in the 
school that is distinctly unpleasant to the visitor and seemingly 
discourteous to the teachers; this is the practice pupils follow- 
in rising and leaving the recitation rooms, often hastily-, upon 
the stroke of the gong at the end of periods without waiting 
for any word or signal of dismissal from the teacher — this un- 
ceremonious exit occurring sometimes even while the teacher was 
in the act of giving out the assignment for the next day's lesson. 
This undesirable habit could be readily corrected; and indeed 
it would probably disappear automatically as soon as a five- 
minute warning bell, to signal the approaching close of the period, 



356 School Survey of Erookline 

is introduced, a mechanical aid in school management found 
generally in high schools and here recommended for Brookline. 
Another recommendation, affecting the interests of the girls in 
particular, is that the most suitable woman member of the faculty 
be officially appointed as Dean of Girls, or with some similar 
apiiro]5riate title, to advise with the girls and guide and instruct 
them in matters of a personal and hygienic character not easily 
to be handled by a man principal. Finally, it should be reported 
that although no fire drill was called for during the inspection 
of the school, the questions asked concerning the fire drills re- 
ceived answers suggesting that these drills are perhaps not con- 
ducted with all the seriousness they should invariably be given, 
and not with, among other features, that approach to precision 
of movement and comparative silence (to permit of the easy 
and rapid issuance of emergency instructions in case of need) 
which could and should be exacted; in short, one suspects that 
the fire drill in Brookline High School is not enough unlike the 
recurring exchange of classes and the ordinary daily dismissal 
of the school with their attendant freedom of movement and 
speech. 

The assignments of work to the teachers of a high school 
faculty can be studied with reference to the subjects taught, 
the number of periods per week of actual class instruction in 
each teacher's program, the number of periods of study room 
supervision given the teacher, the number of "free" periods 
remaining, the total of "pupil-periods" per week carried, and 
the "extra-curricular" duties assigned each teacher. All six 
items are displayed for Brookline High School in the following 
table, which gives the assignments of the whole facultj^ excepting 
the head master and the "special teachers" of Music, Needle- 
work, Phj'sical Training, and one part-time teacher of Domestic 
Science. 



The High School 



357 



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358 



School Survey of Brookline 



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The High School 359 

Here the 30 teachers are hsted in an ascending order accord- 
ing to the combination of their instruction periods and study 
class periods. The starred numbers represent the five heads 
of departments, and the letter M designates the men of the faculty. 
The figures for "pupil-periods" of work per week represent in- 
struction entirely, and exclude study room supervision. The 
plus mark after the number 304 in the line for Teacher 8 shows, 
that this teacher has in addition to her regular classes a number 
of added pupil periods of instruction each week in seven periods 
devoted to special help work with fluctuating groups of back- 
ward pupils. The column of "extra-curricular" assignments 
records only the fact of such duties or services being reported,: 
some extra-curricular service for the school may have been missed. 
And doubtless there is needed in Brookline no explanation that 
"free" periods in a large high school do not mean periods of 
idleness for teachers. 

It is at once apparent that assignments of 20 to 25 periods 
of instruction per week represent the norm for the school, 
and that teachers of English are given not more than 20 periods; 
and both these items of organization are in conformity with the 
best practice elsewhere on the basis of a 30-period schedule. It 
may be questioned whether heads of departments should be tied 
down to study room supervision if this can be avoided, particu- 
larly when their actual teaching exceeds 20 periods; for pre- 
sumably their time could be more advantageously spent in ad- 
ministrative and supervisory service. It seems not good, more- 
over, that the head of the department of English should have 
the heaviest English assignment and one of the heaviest assign- 
ments of the school, in terms of pupil-periods per week, when she 
has not only one of the subject fields most in need of continuous 
supervision and revision but also a greater number of assistant 
teachers than are found in any other department. It is com- 
mendable that at least half the faculty render extra-curricular 
service representing a considerable variety of teacher activities 
for the good of the school, ranging from care of supplies 
and keeping the book records to guidance of literary and 
debating clubs and social functions and supervision of the school 



360 School Survey of Brookline 

athletics; and the valuable effects derivable from these latter 
activities, particularly in the direction of wholesome social educa- 
tion and training for good citizenship, are so patent that the 
drawing of all the remaining members of the faculty into some 
participation in this extra-curricular service is strongly recom- 
mended. 

The most significant feature, however, of the table of assign- 
ments presented above is the quantity of weekly instruction 
given by the several teachers, here recorded in pupil-periods per 
week. A "pupil-period" means the instruction of one pupil 
through one period; so that the teaching of a class of 25 pupils 
once a day, five periods a week, would amount to 125 pupil- 
periods; and an assigimient of five such classes, involving 25 
periods of class teaching per week, would produce an "instruc- 
tional load" of 625 pupil-periods per week. Now, just as might 
have been expected from the showing made in. the classification 
tables already discussed, the Brookline High School instructional 
assignments, owing chiefly to the many small classes in the school 
organization, are decidedly lighter than the assignments ordinarily 
given teachers in public high school administration in cities. 
This aspect of the school is set forth more clearly in the following 
table: 



The High School 



361 



No. of 
A ssign- 

menls 
in Each 

Range 


- 


lO 


-t* ; 


CO 


(M 


c 

CO 


5 




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CO CO 


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CO "* 






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CO 




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1 


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1 s 
13 








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CO 


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to 

1 








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lO o 

4^ 




1 
■35 

"o « 

"0 

H 



362 School Survey of Brookline 

Here it is seen that the greatest number of assignments in 
any range (14) falls in the 400 to 500 pupil-period range; and that 
more than two-thirds of all the assignments (14 + 8) fall in the 
range of 400 to 600 pupil-periods per week. In other cities, 
on the contrary, it is common to regard assignments very much 
in excess of 600 pupil-periods per week as reasonable and normal; 
thus a standard range of 660 to 720 pupil-periods per week has 
been advocated; and one recent study of high school organiza- 
tion sets up a standard of 792 pupil-periods per week for men 
(24 periods of teaching with classes averaging 33 pupils) and 726 
pupil-periods per week for women (22 periods with classes averag- 
ing 33 pupils) as not unreasonable under the relatively high 
salaries of the larger and better cities. Putting aside, however, 
these figures as indicative of a quality of class work that Brookline 
can and will surpass, and reverting to the proposed standard 
of 20 to 28 pupils for the size of classes in Brookline High School, 
one arrives at a standard range of 500 to 700 pupil-periods per 
week, this amount being obtained by taking, first, 20 periods of 
instruction with classes averaging 25 pupils each (or 25 periods 
with classes averaging 20 pupils) and, second, 25 periods of in- 
struction with classes averaging 28 pupils each. Under this 
standard any assignments in the 400 to 500 pupil-period range, 
now almost the rule, ought to be exceptional and specifically 
justified; and 400 pupil-periods {i.e., 20 periods of instruction 
. with classes averaging 20 pupils) should become the absolute 
minimum assignment. At present, as the foregoing table shows, 
just one-third of the faculty assignments (8-|-2) come up to the 
proposed standard of 500 to 700 pupil-periods of instruction per 
week. 

The final topic set for consideration in this section is the 
effect of the school organization on high school costs in Brookline. 
This matter requires but brief comment here, because of ih.2 
extended treatment of expenditures presented in the chapter 
on the School Finances, and yet mention may be made of the 
leaving of certain subjects in the program of studies, of the small 
classes and the low ratio of pupils per teacher in the school, and 
of the teachers' assignments in j^upil-pcriods per week. It is 



The High School 363 

evident that the continuance of Greek, and of any other subject 
in which only very small recitation classes can be made up, con- 
stitutes a relatively expensive item in the budget of the school, 
and a factor operating to raise and keep high the per capita cost. 
Thus, in the case of Greek, with two very small classes in the 
school now, of five and six pupils respectively, the subject occupies 
two-fifths of the teaching time (10 periods out of 25) of a maximum- 
salaried master ($2500); so that manifestly the cost of Greek 
instruction in Brookline is very high at present — but, of course, 
with the community rests the decision whether this subject or 
any other similarly unpopular subject, for the sake of the pupils 
electing it and their future citizenship and personal culture, is 
an important enough element in the offering of public education 
to be worth all it costs. Similarly, throughout the school the 
many small classes in various subjects (52 with fewer than 20 
pupils, 36.6 per cent of all the recitation sections) with the re- 
sulting unnecessarily low ratio of pupils per teacher, as has been 
shown, form an important element in the high costs of the school ; 
and the reduction of the number of such classes, by the introduc- 
tion of the proposed class standard of 20 to 28 pupils, would cer- 
tainly reduce the per capita cost of instruction in the high school 
without any significant impairment of efficiency, with, indeed, 
a sure enhancement of educative effects in certain subjects where 
now the low class membership precludes enthusiasm, lively dis- 
cussion, or stimulating emulation. And to accomplish the elimina- 
tion of very small classes in some cases, as w^as suggested for 
the upper classes in Manual Training and Mechanical Drawing, 
consolidation of grades with yearly alternation of two units of 
work might be effected. Again, the high school costs would be 
materially affected by raising the teachers' assigrmients to the 
proposed standard of 500 to 700 pupil-periods per week. From 
now on, therefore, by organizing the school with more careful 
attention than perhaps has been paid heretofore to cost account- 
ing upon unpopular subjects, under-sized classes, and over-light 
assignments to teachers, the per capita expenditure may be 
reduced; and for a while at least it may be expected that certainly 
some, and perhaps a considerable, increase of enrollment can be 
handled without the appointment of additional teachers. 



364 School Survey of Brookline 

Teachers and Teaching. 

AVhen engaged in studying the personnel of a high school 
faculty, one is concerned with the policy pursued in the selection 
and appointment of teachers, the standards followed in the 
matter of candidates' scholastic training and prior experience, 
the length of service the members of the staff have given in the 
school studied, the salary schedule in effect and the actual salaries 
present incumbents are receiving, the personality of the teachers 
as seen in the classroom and the quality of their instruction. 

In the matter of securing high school teachers, Brookline 
appears to be pursuing the altogether enlightened policy of giving 
to the Superintendent of Schools complete freedom to go out and 
get for each vacancy or new position created, "the best available 
teachers." So long as the Superintendent retains the confidence 
of the School Committee, and shows in classroom results the 
soundness of his judgment in the selection of new teachers, he 
can rely upon securing the prompt appointment of ever}' candidate 
he nominates. This disposition of the Brookline School Com- 
mittee to leave practically altogether to the Superintendent the 
extremely important and wholly professional duty of securing 
additions to the teaching corps is worthy of especial comment 
and the heartiest commendation, both because it is so com- 
pletely in line with sound administrative principles, and because 
a very different attitude on the part of a school board, or of cer- 
tain members of the board, is by no means uncommon. As a 
result, there is now in Brookline High School a faculty that 
appears distinctly superior to the average city high school faculty. 

In one respect, however, a change from the present status 
in the Brookline faculty may be recommended: the proportion 
of men to women should be made more nearly equal in such a 
large co-educational school. The faculty roll of 1916-17 shows, 
besides the head master, only 10 men as against 20 women; 
and when the present exchange teacher in the school, a man, 
is replaced by the return of the regular teacher, a woman, now 
on exchange assignment in another city, the ratio of men to 
women will fall below one-third. It would seem that the number 
of men teachers in Brooldine High School could be easily in- 



The High School 365 

creased if a distinct effort toward this end were put forth; and it 
may be regarded as particularly undesirable to have no men at 
all teaching in certain departments, as in the department of 
English. 

The details of the high school teachers' scholastic graining, 
previous experience, ser\dce in Brookline, and salaries can best 
be shown in tabular form. The following table sets forth this 
information as accurately as it could be obtained from the teachers' 
written reports, a few of which were not absolutely clear on every 
point. Scholastic training was readily classified as ''college 
graduation," "normal graduation," or "special preparation" that 
consisted of partial college courses and other extended study or 
speciaUzed work in technical institutions directly in the line of 
the teacher's specialty. The individual members of the stafT 
are here denoted by numerals in the same way as in the table of" 
High School Teachers' Assignments (cf. the foregoing section): 
with the addition of "H. M." for the head master and "No.. 
31" for the teacher on leave of absence this year on an exchange- 
assignment in another city, "No. 1" being the exchange teacher 
in Brookhne. The count of years of teaching is brought up toi 
the end of the first semester of the current academic year, one or 
two odd months here and there being disregarded. The seven 
years in the third column for Teacher 11 includes the two years 
of a former period of service in Brookline itself. 



366 



School Subvey of Brookline 



High School Faculty, 1916-17. 







Fears Ex- 


Years 


Total 


Salaries 


Individual 


Scholastic 


perience before 


Service in 


Years 


in 


Teachers 


Training 


Brookline 


Brookline 


Experience 


1916-17 


H. M. 


College 


14.0 


3.5 


17.5 


$3800 


1 m. 


College 


6.5 


.5 


7.0 


1500 


*2 


College 


4.0 


12.5 


1G.5 


1900 


3 


College 


7.0 


2.5 


9.5 


1300 


4 


College 


3.0 


2.5 


5.5 


1000 


5 


Special 


3.5 


.5 


4.0 


10.50 


6 


College 


1.5 


7.0 


8.5 


1.500 


7 


Special 


6.5 


8.0 


14.5 


1300 


8 


College 


8.0 


2.5 


10.5 


1200 


<) m. 


College 


4.0 


7.5 


11.5 


1750 


10 m. 


Special 


2.0 


21.5 


23.5 


2500 


11 


College 


7.0 


1.5 


8.5 


1.500 


12 


College 


2.0 


19.0 


21.0 


1500 


13 


College 


5.0 


1.5 


6.5 


10.50 


14 


College 


0.0 


12.5 


12.5 


13.50 


*15m. 


College 


15.0 


16.0 


31.0 


2800 


16 m. 


Special 


4.0 


18.5 


22.5 


2200 


*17 m. 


College 


5.0 


26.5 


31.5 


2800 


18 


College 


11.0 


9.5 


20.5 


1.500 


*19 m. 


Normal 


20.0 


5.0 


25.0 


2600 


20 


College 


4.0 


6.0 


10.0 


14.50 


21 


College 


1.0 


.5 


1.5 


1050 


22 


College 


8.0 


11.5 


19.5 


1500 


23 


Special 


9.0 


, 8.5 


17.5 


1400 


*24 m. 


College 


17.0 


16.5 


33.5 


2800 


25 


College 


4.0 


2.5 


6.5 


1150 


26 


College 


5.0 


16.5 


21.5 


2500 


27 


Normal 


5.0 


16.5 


21.5 


1.500 


28 m. 


Normal 


12.0 


11.0 


23.0 


2500 


29 


College 


4.0 


2.5 


6.5 


10.50 


30 


Normal 


17.0 


3.5 


20.5 


1450 


31 


Collepo 


1.0 


21.5 


oo 5 


1500 



The High School 367 

Here it is shown that but five teachers of the faculty (four 
appointed eight to 21 years ago) are not college or normal gradu- 
ates, having had only partial college courses or merely special 
training in the field of their instruction; that four are normal 
school graduates Avith (as their records show) considerable ad- 
ditional special training; and that the remaining 23 are all college 
graduates, holding in six cases both the Bachelor's and the Master's 
degrees and in one case the degree of Doctor of Philosophy in 
addition. The roll of the colleges from which these teachers 
were graduated includes such high-grade institutions as Brown, 
Harvard, Mount Holyoke, RadclifTe, Smith, University of Cali- 
fornia, Yassar, Wellesley, Wesleyan, and Tufts. All this makes 
a verj- good showing for the school in the matter of the scholastic 
equipment of the faculty. It is noteworthy, however, that ex- 
cept in the cases of the records containing more or less normal 
work, there occur but two instances (one a clear-cut Wellesley 
statement) of any mention of professional, as distinguished from 
academic, preparation for high school teaching: that is, the 
typical college graduate teacher in Brookline has not had, or 
considers as unworthy of special mention, any courses in educa- 
tion, even such as relate to the history and philosophy of secondary 
education and the nature and needs of youth, or to principles 
of method for high school teaching. Apparently' the fourfold 
formula for the high school teacher's preparation, so clearly 
expressed and so generally accepted in recent years, — namely; 
(1) General academic preparation, (2) special academic prepara- 
tion (the teacher's "specialties"), (3) professional preparation, 
and (4) experience in actual teaching — is thought of in BrookUne 
in the abbreviated form that omits item three. Assuming that 
this inference from the teachers' reports is not erroneous, one 
finds right here one of the probable causes of such shortcomings 
in classroom work as will be indicated in a subsequent paragraph. 
As regards the teachers' experience the table presents a 
good showing. Twenty-six of the 32 teachers listed had three 
or more years' teaching experience before they were taken into 
Brookline, and 18 had five or more years' experience before 
appointment in Brookline; so that in only six cases have any of 



368 School Sukvey of Brookline 

the present membei-s of the high school faculty been accepted 
with less than three j-ears of prior experience. And the column 
of years of service in Brookline shows: Periods for the 31 teachers, 
excepting the head master, ranging from one-half year to 
263^ years, with a median period of service of eight years; 
only five teachers (including the exchange teacher and the two 
teachers newly appointed in 1916) with less than two years' 
service in Brookhne; seven teachers with from two to four years 
in Brookline; and 20 teachers who have served Brookline for 
five or more years, the periods for certain of these teachers running 
up to 12, 16, 19, 21 and 263^ years. Moreover, of the 
12 teachers who have been in Brookline High School less than 
five years, only two have had, in Brookline and previous positions, 
a combined experience of less than five years, and these two are 
the new appointees of 1916, in the table Teacher 5 and Teacher 
21. Again, when the total years of experience for each of the 
31 teachers (head master again excepted) are arranged in order 
from the highest to the lowest figure, from 333^ years to one and 
one-half years, it is found that: (1) One-fourth the members of 
the staff, eight teachers of the senior group, have taught from 
223^ to 333^ years; (2) one-fourth, eight teachers of the junior 
group, have taught from one and one-half to eight and one-half 
years; and (3) the middle 50 per cent of the faculty, 15 teachers, 
have taught from eight and one-half to 213^ years, with the 
median term of experience falhng at 163^ years — a result estab- 
lishing the fact that Brookline has no high school teachers so 
"advanced in years and duration of service as to be thereb}^ more 
or less incapacitated, and, on the other hand, not more than one 
of the comparatively immature and inexperienced teachers often 
found elsewhere making up a large proportion of the faculty. 
All these figures support also the declarations, found in various 
annual reports of the Superintendent, concerning the stability 
of the teaching corps in Brookhne, and justify the gratification 
expressed over that circumstance. 

The last column of the foregoing table sets forth the salaries 
paid in Brookhne High School this year. Obviously there is a 
wide range of salaries here, from $1000 to $2800 for the heads 



The High School 369 

of departments and $3800 for the head master; but in a general 
way, excepting the $1500 salaries, the higher salaries have come 
with years of ser\'ice and the lower salaries are attached to the 
shorter periods of service. Thus all the salaries above $1500 
are going to teachers who have had 11 or more years of experience, 
and most of the salaries under $1500 are received by teachers 
who have had less than 11 years' experience. The extreme 
variation in length of service of the teachers receiving $1500 is 
explained by the fact that this is the maximum for "assistants," 
women not in departmental headships; and naturally some of them 
have stood at this maximum for a number of years, while others 
have just reached it after comparatively few years. Whether 
any unjustifiable discrepancies exist between the different salaries 
and the length and value of the service of the respective teachers 
is an important but delicate question not to be settled in the 
limited time available for the field work of this report. Certain 
queries, however, inevitably present themselves; for example, 
w^hy is Teacher 14, apparently an altogether satisfactory teacher, 
after 12^^ years of service in Brooldine, now receiving only 
$1350, when Teacher 3, with but two and a half years in Brookline 
and only nine and a half years of total experience, has already 
reached $1350? 

The present distribution of salaries in Brookline High School 
can be seen best when arranged as follows: 



370 



School Survey of Bkookline 



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The High School 1371 

Here the black lines show the limits set by the salary rule 
which reads: "The salaries of teachers shall be fixed at the time 
of their appointment; and, unless otherwise ordered, the maxi- 
mum shall be — high school: head master, $3800; head of 
department (man or woman), $2800; masters, $2500; assistants 
(women), $1500." (Rules of the School Committee, chap. IV, 
sec. 3.) In the foregoing table the man at $2600 and the woman 
at $1900 are heads of departments not yet arrived at the maximum. 
Thus, although BrookUne has, of course, a salary rule, she has 
no salary schedule; and apparently she feels no need of a schedule 
to regulate salary increases. Increases for efficient service, 
though not ordered by rule, are reported to be commonly granted 
annually in $50 or $100 increments up to the maxima set by the 
rule. Excepting the head master and the four heads of de- 
partments beyond $2500, the salaries of the remaining 27 teachers, 
ranging from $1000 to $2500, show a present median salary of 
just $1500; and, because of the number of teachers at $1500 
(eight), the median remains the same even Avhen all the heads 
of departments are included in the reckoning. 

These Brookfine High School salaries, both the maxima 
ordered in the rules and the actual salaries of the present year, 
are higher than the salaries of high school teachers anywhere 
except in certain of the largest cities. Such salaries, howTver, 
are probably not too high for Brookfine, since the community 
is now, in the matter of living expenses and the things expected 
of teachers, to all intents and purposes a part of the city of Boston. 
Furthermore, it is proper to question whether there should be 
as much as $1000 difference between the maximum attain- 
able by "assistants," the women, $1500, and the "masters," 
maximum, $2500; so that, unless the present salary rule is to be 
completely revised, the recommendation may be offered that the 
boundary for the "assistants" be moved up to a point less distant 
from that of the "masters." 

Taking up, finally, the last topic set for consideration in this 
section of the report, the personality of the high school teachers 
and the quality of their classroom instruction, one reaches what 
is right h' regarded as the most cfifficult and deficate item of a 



372 School Survey of Brookline 

high school survey. Upon one aspect, however, of the Brookline 
situation an immediate and positive judgment can be rendered. 
All the foregoing exposition of present conditions in BrookUne 
High School — the relatively high salaries, the comparatively 
small classes, the resulting unoppressive assignments upon 
teachers, the short school day — all these circumstances create 
a situation that should be attractive to the very best teachers 
because permitting the performance of a very high grade of 
classroom work. That one's expectation of finding here a high 
school faculty distinctly superior to the average is realized has 
been indicated already; and yet it must now be recorded that 
the visitor's gratification is tempered by the discovery that, in 
certain respects at least, what is going on in the classrooms of 
Brookhne High School seems disappointingly like the things 
seen and heard in other less fortunate high schools. 

In respect, first, to the personality of the high school teachers, 
it may be said that this term, indefinable but designating some- 
thing very real and extremely important in teaching (as well 
as in all other situations involving personal relations), embraces 
in its connotation such elements as personal appearance, dress, 
bearing and manners, voice, use of English, evidence of culture, 
sense of humor, and disposition toward the pupils. According 
as a teacher makes a good or a poor showing in these aspects 
of personality, as he goes through the daily round of instruction, 
he will prove forceful or weak, attractive or unattractive, stimu- 
lating to youth and calling forth the boys' and girls' best efforts, 
or uninspiring and provocative of nothing but indifference if 
not repugnance and open opposition. In personaht}' the members 
of BrookUne High School faculty, with but three or four excep- 
tions, impress one very favorably; they constitute a strong corps; 
and the effects of their personal force and their good influence 
are seen in the respect shown by the pupils to their teachers, 
in the pleasant personal relations and satisfactory school spirit 
manifested, and in the generally excellent discipline of the school 
already noted under Organization and Management. 

Regarding the quality and results of the instruction given in 
a school, one seeks some tangible objective data to offer alongside 



The High School 373 

the professional judgments formed from sample views of the actual 
teaching. In the present case two sources of such data were 
readily found : First, in the college entrance records of Brookline 
graduates and their collegiate work through the freshman year; 
and, second, in the high school records of failures year by year 
in the various subjects taught. Report has already been made 
of the success of Brookline High School students both in the 
college entrance examinations and in the freshman work in col- 
lege; and this, as has been stated, is an evidence that, for certain 
significant purposes at least, the quality and results of the high 
school instruction must be good.. Not so satisfying, however, 
is the record of success and failure within the school itself in the 
various subjects of instruction, as indicated by the term marks 
the teachers have reported to the office. Upon this point the 
head master submitted a table of failures he had compiled, show- 
ing for the past three years the number of pupils enrolled in each 
subject, the number ''conditioned," and the percentage the 
"conditioned" were of the whole number pursuing the subject. 
"Conditioned," as the term is used in this connection, includes 
both the pupils who failed so emphatically as to be listed to repeat 
the study and also the pupils conditioned merely in the orchnary 
sense, i.e., found not passable at the end of the year but given 
the privilege of passing off the subject, if they can, in an examina- 
tion at the beginning of September. The head master's failure 
table is here presented, with the addition of a column headed 
"failure index" for summing up the three years' percentages of 
failure. 



374 



School Survey of Brookline 






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The High School 377 

The first thing to be said about this table is that the amount 
of failure in Brookline High School, though evidently very con- 
siderable, is no greater than that found in many other supposedly 
good high schools; and yet just out of this fact arises one's dis- 
appointment — that the Braokhne faculty, with all their excep- 
tional advantages, have not succeeded in getting what they rate 
as satisfactory pupil work without producing the usual high 
ratio of "scholastic mortality." In former years such percentages 
of failure were often regarded as an evidence of merit in teaching, 
a proof of high standards, a commendable weeding out of the 
unfit, the pupils not readily adjustable to a generally inflexible 
Course of Study and an equally rigid teaching method. Today, 
however, for the public high school at least, a quite different view 
is coming to prevail; so that the ideal now is rather to do some 
adjusting of the curriculum and method to the pupils, and then, 
in consequence, to raise materially the score of successes in the 
school; and a consistently high percentage of failures in any room 
may appear as a mark of demerit against the teacher, a confession 
that he is unable to produce good results except with the bright 
and docile whom any one could teach. 

Of the various other observations that might be made upon 
the showing of results of instruction that this failure table affords, 
the most significant is the singling out of those subjects in the 
teaching of which, first, the greatest amount of failure occurred, 
and, .second, no failure at all occurred. The table lists 47 sub- 
jects, a subject representing a year-unit of teaching in any field 
of study, with the Roman numerals designating the grades of 
the school from the senior year downward — thus, "I English" 
means fourth-year English and "IV English" means first-year 
English. Commenting first upon the instances of no failure, 
one observes that this occurs always in fourth-year or third- 
year classes or in very small classes; and as that is just what 
should be expected in any good high school, the no-failure here 
need not arouse any suspicion of "soft pedagogy." On the 
other hand, a study of the larger percentages of failure in each 
year and an examination of the "failure index" for the three 
years show disturbing results in a number of subjects, and an 



378 School Survey of Brookline 

outcome in Algebra (the first-year Mathematics), in Geometry 
(the second-year Plane Geometry), and in III German (the 
first year of German) that is httle short of starthng. In the 
latter three subjects the failure index strikes the three highest 
points in the whole table, 76.6, 79.5, and 87.2 respectively; and 
in each of the three years recorded the percentage of failure 
in these subjects arose above 20 per cent, so that for every four 
or fewer pupils passed one was failed — indeed once in Geometry, 
with 36 per cent of the pupils failing, the ratio of failure rose 
to more than one to two. Similarly, in a number of other subjects, 
led by first-year Latin and second-year Business Practice but 
including also first-year and second-year Enghsh, third-year 
Mathematics, first-year and second-year French, and the second 
year of German, what seems an excessive amount of failure is 
found, as indicated by single-year percentages of 20 per cent or 
more accompanied by a three-year index of failure rising above 50. 
Consideration for the numerous failures represented by this 
table suggests the recommendation that in every case of a failure 
index exceeding 30 (or other figures indicating an average annual 
failure higher than 10 per cent) the selection of subject matter 
and the teaching method employed in the subject should be care- 
fully inspected, with a view to the introduction of abbreviating 
reforms. This recommendation is quite consistent with former 
suggestions and recommendations (for example, on differentiated 
treatment of subject matter in different classes and curriculurrs) 
presented in the section of this report treating Program of Studies 
and Curriculums, and it also expresses what some progressive high 
schools are already busied with in the process o<" improving them- 
selves. The foregoing paragraph specifies 12 points of inquiry 
with which to begin. ^loreover, when this large proportion of 
failure is viewed in connection with the reported success of Brook- 
Une High School graduates in the college entrance examinations, 
and other evidence submitted elsewhere, one has reason to infer 
that the school has developed, perhaps unconsciously, a system 
of teaching and examining that is in large measure a direct drilling 
for the college entrance ordeal; and in this process may]:)e the 
many not bound for college are unnecessarily neglected and often 



The High School 379 

ultimately sacrificed by the maintenance of the adopted college 
preparatory cUscipline. This point will be touched upon again 
in a subsequent paragraph. 

In addition to the objective data just submitted upon the 
quality and results of the high school instruction, it is desirable 
to offer also some expression of professional opinion, derived from 
actual observation of the educational process going on in the 
school. Passing judgment in this way upon the classroom work 
of a large corps of teachers is unquestionably a very delicate 
task; and without the opportunity of making a prolonged and 
varied analysis of each teacher's work there should be no pre- 
tense of anything Hke final judgments. Much of what follows, 
therefore, is to be understood as merely the best opinion the 
Survey Staff could form in the very limited time at their disposal 
for classroom visitation and the direct study of typical teaching. 
However, one or more members of. the committee did become 
personally acquainted with every teacher of the high school 
faculty, and each classroom was \'isited once or oftener while 
recitations were in progress. 

It is almost needless to recorrl, after all that has been herein- 
before reported, that the tea 'hing in BrookUne High School seems 
in general decidedly good and on a lev:4 clearly above that reached 
by the work in many high schools. Accordingly all that is now 
required is a statement of the shortcomings noted in one room or 
another as recitations in the various subjects of the program 
work would degenerate from genuine teaching to that mere lesson 
hearing which many a parent could conduct. As to the organiza- 
tion of the lesson for the production of the most educative effects 
upon the pupils, there seemed in some rooms quite insufficient 
thought given to the introduction of desirable variations from the 
textbook treatment, especially in the direction of supplemental 
illustration and application and the relating of the matter taught 
to the actual experiences of the pupils. Often indeed, even with 
the regular use of a textbook to secure systematic progress through 
a subject, quite independent treatment and more or less complete 
reorganization of certain topics are needed to adapt the work most 
judiciously to particular classes. As to teaching technique, the 



380 School Survey of Brookline 

elements that constitute the most effective procedure for the 
professional conduct of recitations, defects were repeatedly 
noticed; in the failure to make specific and stimulating assign- 
ments; in the lack of suggestions for mode of attack upon the 
lessons assigned, so that teaching how to study may become a 
a continuous item in the classroom work; in inexpert questioning 
and apparent unawareness of or disregard of estabhshed principles 
of good questioning in the recitation; in the teacher's talking 
too much, so that the teacher, rather than the pupils, did the 
reciting and too much of the lecture form of work came in, reduc- 
ing the pupils to a state of mere receptivity; in the giving of 
unnecessary assistance to pupils under circumstances where they 
might with advantage have been stimulated to the full in the 
exercise of self-help and the utiUzation of their own resources; 
and in the conduct of drill lessons unenlivened by the infusion 
of motive, variety, and helpful vivacity. As to the pupils' 
reactions in the course of the recitation, there appeared in certain 
rooms altogether too little animation, or lively interest, or even 
enthusiasm (which some teachers succeed in inspiring); for here 
the pupils seemed passive rather than active, inert rather than 
thoughtfully alert, doing their duty, it is true, but apparently 
engaged too often in the stoical endurance of a grind necessary 
in order to be landed safely in college. 

Naturally, if a teacher's view of the function of high school 
work is circumscribed to the preparation of the elect for success 
in the traditional college entrance examinations and the eUmina- 
tion of all unfit for this honor, then the criticisms offered in the 
foregoing paragraph may appear not only needless but simply 
irrelevant. Indeed one teacher, to whom a member of the Survey 
Staff ventured to put some questions in reference to the technique 
of a recitation just observed, showed a disposition to brush aside 
all the critic's implied strictures with the confident and seemingly 
all-sufficient declaration, "Well, my boys always get through 
the college entrance examinations." On the other hand, to safe- 
guard this part of the report from misinterpretation, it may be 
well to reassert that much of the teaching seen did not exhibit 
in any notable way the weaknesses just described. 



The High School 381 

By way of offering, in conclusion, some notes upon the cause 
of, and the remedies for, such shortcomings as appeared in the 
high school teaching observed, it may be said that probably a 
principal cause is found in the absence of professional training, 
as distinguished from academic equipment, in the preparation of 
a large proportion of the faculty. Moreover, it may be true also 
that the heads of departments, in their practice of departmental 
supervision, are unnecessarily sohcitous lest they impose methods 
upon their assistants; for one head of department turned in a 
report indicating an anxiety to be "not in any sense a dictator," 
and stating a plan of holding assistant teachers, "responsible 
for results," but leaving wholly to them "the method by which 
they shall obtain these results." The head master, on the contrary,, 
evidently feels no such hesitation about instructing his teachers, 
particularly the junior members of the corps, upon the subject 
of teaching method; but the need of suggestions toward improving 
the method of the recitation in Brookline High School is not 
limited, accorchng to the observations of this Survey, to the 
younger and less experienced teachers. Efficient means for this 
desirable improvement of teaching technique should be found 
in more superxision directed especially toward ^his object; in 
departmental conferences, and even general faculty meetings, for 
the discussion of definite aims or objectives of the instruction, 
and more effective methods, really significant tests, and results 
of most worth ; in studious consideration of the causes producing 
the high percentage of failure in the school; and in mutual class- 
room visiting on the part of all the members of the faculty to 
secure suggestive and illuminating objective views of one another's 
work in the conduct of typical recitation procedures. 



CHAPTER XII. 

THE SCHOOL OF PRACTICAL ARTS. 

The School of Practical Arts appears to have been organized 
In recognition of the fact that the grammar school and the liigh 
school did not ojffer courses well adapted to the needs of all groups 
of children in Brookline. 

The regular grammar school course prepares for the l.igh 
school. To those who can take a four-year course, the high school 
offers either a general academic course or preparation for pro- 
fessional or commercial lines. These courses do not adequately 
provide for the large number of children who cannot complete 
a four-year high school course, but who must soon seek industrial, 
domestic, or commercial employment. In certain grades of the 
grammar school, Alanual Training, Cooking, and Sewing are 
taught, but, owing to the restricted scope of activities involved 
and the limitajbions of time given to them, these courses cannot 
function as prevocational courses for children who will directly 
enter employment. 

The extensive equipment in the Manual Training High School 
is serving a smaller group of high school pupils each year, con- 
sequently much of the plant is being used by the high school 
for only a part of the day, and the entire time of the teaching 
staff is not fully employed with the high school. The high school 
pupils are not availing themselves of the Manual Training work, 
as they are busy meeting college entrance requirements or in 
taking the Commercial Courses and, in either case, are lacking 
interest in the Manual Arts work or the time for it. The establish- 
ment of the School of Practical Arts in the Manual Training High 
School building was a commendable move on the part of the 
Brookline school authorities to make this equipment and teaching 
staff available for chikh-en who could not attend high school. 

382 



Thk School of Practical Arts 383 

But before the School of Practical Arts can reach the large 
group of children it should be serving, certain obstacles to its 
development must be removed. As constituted, it does not seem 
to Ijc intimately and organicall}- related to the other schools. 
It ranks neither as a grammar school nor as a high school; yet the 
work and the age of the pupils attending indicate that it laps over 
the u])per tAvo years of the gramn^ar schools and the first year or 
two of the high schools. Its separateness is an obstruction to 
the' full reaUzation of its aims. A stigma seems to attach to it 
that it will be difficult to overcome while the school remains thus 
disconnected. Grammar school children realize that the school 
is not of high school grade and that Practical Arts pupils are not 
admitted to high school. To those who can go to high school 
this suggests inferiority. With the exception of printing, which 
is taught in a small basement room by a special instructor, the 
shop instruction is given by high school teachers using high school 
equipment. The signs placed at the entrances to the shops 
designating them as "high school" shops seem to express exclu- 
sion to the Practical Arts boys and girls who must use them. 
The programs of the Practical Arts courses are not made out 
until the high school requirements for the shops have been deter- 
mined. After the needs for high school shop work have been 
met, the Practical Arts pupils may use the shops or rooms for 
such time as may be left. Naturally this cannot operate to the 
advantage of the School of Practical Arts. >!everal large rooms 
that are occupied by a very small group and for a very small 
part of the time are reserved exclusively for high school use, while 
the School of Practical Arts is forced to hold two classes simul- 
taneously in one room, and other classes in the director's office. 
The printing equipm.ent is crowded into a v^ery small basement 
room. The following plans and tables indicate the relative size 
of the rooms, their capacity, the number of high school i)upils 
using them, and the length of tin'e they are used. 



384 



School Survey of Brookline 




The School of Practical Arts 



385 




886 School Survey of Brookline 

The tables showing how much these rooms are used include 
the School of Practical Arts and the high school. The drawings 
clearly show that the present use of the plant involves crowding 
in some instances, while in other cases large, expensively equipped 
rooms are used by an extremely small number of pupils for but 
a few hours in the week. If the Practical Arts work is to be con- 
tinued in this plant, some adjustment should be made in the use 
of the shops and the rooms. The forge shop, machine shop, and 
foundry are used for but a small fraction of the possible pupil 
hours. All of the probable requirements for forge instruction 
could be accomplished with less than half of the present number 
of foi-ges. These could with best advantage be installed in the 
machine shop. Another method would be to change the char- 
acter of the present forge shop so as to retain a few forges and 
in addition to accommodate the machine equipment. Foundry 
Avork should be taught as part of the Pattern Making instruction. 
A part of the present foundiy equipment would answer all re- 
quirements for this part of the instruction. If part of this equip- 
ment were removed, the pattern shop and foundry could be com- 
bined in the present foundry. These modifications would not 
handicap any of the work and would make room for the print 
shop and an extra mechanical drawing room in the present pattern 
shop. Better accommodations have been needed by these two 
departments. If these changes are made either the large forge 
shop or the machine shop would be vacant and would offer space 
for additional activities as they may be added. These sugges- 
tions are tentative. Other combinations are possible that may 
offer equal advantages. 

The activities which the School of Practical Arts offers are 
hniited to Machine Work, Woodwork, Printing, Cooking, Sewing 
and Elementary Commercial Training. To serve adequately the 
group of children who will soon leave school to enter employment, 
the significant activities into which these pupils may enter should 
be represented in the curriculum of the school. 

It is beheved by the members of the Survey Staff that most of 
the handicaps mentioned above as interfering with the work under- 
taken by this school could be overcome by the introduction of 



The School of Practical Arts 



387 







i 

1 



388 School Survey of Brookline 

additional types of Practical Arts and by such changes of or- 
ganization as would establish closer relations with the grammar 
schools and the high school. The following diagram shows these 
relations. 

In determining what activities should be represented in a 
Practical Arts course, it is necessary to consider, first, the present 
employment of the adults of Brookline and, second, the expecta- 
tions of the children as to their probable vocations. This infor- 
mation has been secured by the committee from two sources: 
From the poll tax list, the occupations of the citizens of Brookline 
were tabulated, and from a vocational inquiry blank, submitted 
to the pupils of the seventh, eighth, and ninth grades, the expecta- 
tions of the children were learned. A copy of the questionnaire 
is given below: 

Vocational Inquiry^ 7th, 8th, 9th Grades, Brookline, Mass., 
January, 1917. 

Name Grade 

School Teacher 

Were you born in Brookline? In Massachusetts? In the U. S? 

Do you intend to finish the ninth grade? Do you intend to go to high school? 

To college? Do you intend to go to business school? 

What do you want to do for a living when you grow up? 



Was your father born in Brookline? In Massachusetts? In the United States?.. 

What is your father's occupation? 

How many brothers less than 21 years old have you, who are at work? 

Tell the age of each brother and the kind of work he does 

1. Age Kind of work 

2. Age Kind of work 

3. Age Kind of work 

How jnany sisters less than 21 years old, who are at work? 

Tell the age of each sister and the kind of work she does 

1. Age Kind of work 

2. Age Kind of work 

3. Age Kind of work 

In giving occupation or kind of work, state business as well as occupation, 
as, for example: Salesgirl in dry goods store, finisher in tailor shop. 



The list of poll tax payers represents occupations of men 
only. While the numbers of persons engaged in different occcupa- 
tions do not indicate the number of boys who will enter these 
vocations, the grouping of the.sc numbers under such general 
headings as Commercial, Industrial and Professional makes it 



The School of Practical Arts 389 

possible to determine the trend in the vocations of the men in 
the community. The following table indicates the numerical 
order in which these groups stand. Only occupations repre- 
sented by ten or more workers are included in this tabulation. 

Distribution of Occupations Listed in the Poll Tax List, 

Taking into Account Occupations Represented 

BY Ten or More Workers. 

Commercial 3314 Public service 592 

Industrial 1121 Agricultural 276 

Personal service 836 Retired 252 

Professional 774 Students 202 

This table is significant in that it shows that Brookline, so 
far as the occupations of its citizens are concerned, is a suburb 
in the metropolitan district and not an independent community. 
The occupational groups furnish a suggestion that the schools 
of Brookline should offer a wider range of grammar and high 
school courses than are now available if the children are to be 
prepared to enter similar groups of occupations. 

The replies to the vocational inquirj' blanks indicate that 
most of the children in the seventh, eighth and ninth grades have 
some sort of vocational aim. Only 88 boys and 127 girls re- 
ported that they were undecided as to their choice of occupations. 

The following tabulation inchcates the occupations of the 
fathers, older brothers and sisters, and the choice of occupations 
of the pupils. The places of birth of the fathers are also indicated. 



390 



School Survey of Brookline 



Tabulations of Replies to Vocational Inquiry Blanks 

Received from Pupils of Seventh, Eighth and 

Ninth Grades. 

CHART NO. 1. 



occupations 





£ 






j= 


£ 










o 










£ 


« 


tK 








JS 








TS 










fe 


O 


'^ 






— — o 



fathers 




... 
















a 


i/J 


c 


e 


a'^ 




"" 


'r: 


iS c 


-^ c 


n 


Z 5f 


w^ 


K- 


ffi 




H!^ 


F- 


-wX 


s 8 


OJ= 








« & 


M ■: 


z;-. 


■2.0 



5° 



Accountant 

Advertising Agent 

Architect 

Actor 

Army 

Artist 

Author 

Aviator 

Baker 

Banker 

Barber 

Blacksmith 

Blast Operator 

Boilermaker 

Bookkeeper 

Bottler 

Brakeman 

Bricklayer 

Broker 

Butcher. 

Baseball Player 

Boat Builder 

Caretaker 

Carpenter 

Cashier 

Caterer 

Chauffeur 

Chef 

Christian Science Practitioner 

Civil Engineer 

Clerk 

Coachman 



10 
2 

8 
1 
1 
3 

2 

1 
1 



5 

13 

3 

1 

45 

1 

1 

5 

4 

JO 



1 

33 

1 



14 



18 
3 



The School of Practical Arts 



391 



CHART NO. 1 — Continued. 





1 


£ 



-s 

o 


O 


FATHERS 


>> 

I. y 

C-.5 


1 


OCCUPATIONS 


il 




Sfc 


1 _ 

. 


5 

fe.2 

^ m 

ISO 


Collector 


2 
5 
3 
9 
2 
2 










1 

1 
•> 

2 


1 

4 

1 
4 






Conductor 


1 








1 

1 




Consulting Engineer 












2 


3 


•) 


] 

2 

1 




Coppersmith 

Customs Officer 














1 






Chemical Engineer 








1 
1 

3 

1 
1 
1 
11 
2 

1 
1 




Caretaker of Animals 
















1 


Decorator 


2 
4 
1 
1 
12 
2 

5 
1 








2 






1 


Dentist 










1 

1 


1 


Designer 








10 


Detective 


1 






1 






Doctor 

Draftsman 


1 




G 


4 
2 

3 


3 


Driver 

Druggist 


2 




1 
I 


1 






Dressmaker 












10 


Domestic 
















1 

32 


(i 


Editor 












Electrical Engineer 

Elevator Superintendent 


12 
1 

6 
2 


1 


1 


•) 


.') 


3 

1 

1 


2 




Engineer 








1 


4 


1() 

1 




Expressman 

Elocutionist 




') 




2 


Farming 


4 
IS 

4 
10 
■ 1 


:i 

s 
(j 


• > 

.5 
1 


9 
'2 

1 


1 
1 
1 


1 
1 


7 

ti 
1 


14 

•) 
2 

1 

1 
1 




Fireman 

Florist 

Foreman 





Furrier 








Forestry Work 








! 
1 


1 




Gardener 

Grocer 


2S 
1 
2 

1 
1) 


9 


1 


•) 


1 


Horseshoer 










Hospital Manager 






1 






2 




Hostler 

Hotel Manager 


1 
1 
















392 



School Survey of Brookline 



CHART XO. 1— Continued. 





2 

1 


E 

A 

2 
n 

% 
o 


E 

m 

O 


FATHERS - 


1 
pa 

P 


3) 


OCCUPATIONS 


a 
cScS 


i 
^1 


II 


e 

c 
1 

. 


a 

II 
§1 
zo 


Ice man 


3 


2 










3 






Illustrator 










1 




Insurance 


9 


2 






1 


4 


4 




Inventor 






1 

1 
1 




Janitor 

Jeweler 


20 
5 

1 


8 


G 




3 


o 

1 


17 

1 
1 




Junk Dealer 










Jockey 












1 




Laborer 


52 
1 
3 

29 
6 
2 
2 


22 


17 


1 


3 


2 


45 
1 
2 
4 




Laster 






Laundry 








1 

15 

3 

2 


7 
1 


1 

25 
2 




Lawyer 

Letter Carrier 

Liquor Dealer 


2 
1 




3 
3 


1 


Liveryman 

Landscape Gardener 


1 








2 


















Machinist 


5 

10 

15 

6 

3 

1 

8 

4 

95 

1 

1 

o 

i^ 

7 
I 
2 








1 
4 
3 

1 


1 
4 
6 
1 


3 
1 
J 

4 
2 

1 
1 

19 


9 

2 

1 




Manager 

Manufacturer 


1 

1 
1 

2 

2 
6 

9 

1 




1 




Mason 




1 




Meat Cutter 






Meat Inspector 






Mechanic 

Mechanical Engineer 




2 


2 


1 

4 

40 


16 
13 
24 

1 
1 
5 
1 




Merchant 

Messenger 


4 
1 


2 

1 


33 




Mining Engineer 






1 

1 
4 
1 
2 


















Motorman 

Moving Pictures . . . . ; 


5 


1 




2 




Musician 












5 


33 


Milliner 












2 


Missionary 


















3 


Naval Architect 


2 
5 

1 












1 
1 


1 
11 




Naval Officer 








1 


4 




Nurse 








37 


Nim 












o 








' 





The School of Practical Arts 



393 



CHART NO. 1 — Concluded. 





1 


S2 
.g 
2 

o 


E 
% 

1 
O 


FATHERS 


1 

P 


■2 


occupations 


a 

"2 
Mm 




EC 

it; 


a 
a 
o 

O . 

2;u) 


(5 
S8 


Organist 


1 








1 






1 




Office Work 














Painter 


14 
2 
1 
6 

16 
1 
5 

15 
6 
2 

28 
3 
1 
2 
6 
7 


3 


5 


3 


1 

2 




10 


1 




Patternmaker 




Piano Mover 


2 

8 


1 
2 
4 






1 

2 
5 

1 
1 
7 
2 






Plumber 


2 
4 


2 
2 


5 






Policeman 

Postmaster 


2 


1 


Printer 






1 

'2 
4 
2 

1 


5 


3 

1 






Real Estate 






4 




Retired 


3 






Roofer 










Salesman 

Secretary 


2 


2 


10 


9 
3 

1 


7 


11 

1 


1 


Settlement Director 










?, 


Sexton 


1 
1 
1 








2 
2 
6 






Shipping Clerk 


2 


2 


1 


2 






Shoemaker 






Singer 




?. 


Stableman 


4 
1 


2 


1 


1 


1 




3 






Steamfitter 






Stenographer 














44 


Superintendent Estate 


2 
2 
5 
6 
12 
1 












2 
1 
5 
1 

8 






Superintendent Public Service. 








1 








Tailor 


1 

1 

12 

6 


2 
5 








Teacher 


2 

4 

1 


1 


2 


5 
1 

1 


70 


Teamster 




Telegrapher 








Telephone Operator 








5 


Treasurer 


2 
1 








1 


1 








Trucking 














Typewriter 














1 


















90 
2 


1W 


Undertaker 


2 
2 

1 
1 




3 




2 








Watchman 




2 




Water. Registrar 








1 








Wine Clerk 










1 



















394 



School Survey of Brookline 



Table Showing Occupations of Pupils' Fathers, 



Occwpalion 
Architect 


Grades VII, 

A. Pn 
No. 
4 
o 


VIII AND IX. 

yfessio7ial. 

Occupalio/t, 
Electrical Engineer . . 


No. 
12 


Civil Engineer 


Lawyer 


29 


Consulting Engineer 
Dentist 


3 

4 


Mechanical Engineer. . . . 

Naval Officer 

Teacher 


4 
... 5 


Doctor 

Total 


12 


6 

84 


Accountant 


B. Co: 

3 

4 

10 

3 

7 

3 


mniercial. 

Insurance 


9 


Advertising Agent. . 


Jeweler 


... o 


Banker 

Bookkeeper 

Broker 

Cashier 


Letter C; rrier 

Merchant 

Policeman 

Real Estate 

Salesman 

Shipping Clerk 

Secretarv 


6 

... 95 

16 

15 


Clerk 

Conductor 

Hotel Manager. . 


4 

o 

5 


27 
5 
3 


Total 






. . . 225 


C. 

Blacksmith 

Caretaker . . . .• 

Carpenter 

Chauffeur 

Coachman 


Industrial, Agricultural and Service. 

8 Laborer 

5 Laundry 

14 Machinist 

45 Manager. .• 

1 ;) ATaniitactiner . . . 


. .. 52 

3 

5 

10 

15 


Contra^'tor 

Driver 


!) 

o 


Mason 

Meat Cutler 

Mechanic 

Motorman 


6 
3 


Enginet r 


6 


9 


Farmint' 


4 

IS 

4 

10 

•:4 

() 

3 


7 


Fireman 

Florist 


Painter 

I'lumber 


14 
6 


Foremrn 

Gardener 

Hostler 

Ice Man 


Printer 

Shoemaker 

Stableman 

Tailor 

Teamster 


5 

7 
4 
5 


Janitor 

Total 


20 


. . 354 



The School of Practical Arts 



395 



Table Showing Choice of Occupations by Boys and Girls, 
Grades VII, VHI and IX. 



A. Profesaionat. 



Bnija Xo. 

i;iectrical Engineer 32 

Laivj-er 25 

Civil Engineer 18 

Mechanical Engineer 

I'octor 

Naval Officer 

Architect 

M nister or Priest 

Musician 

Teacher 

Arni}^ .' 

Actor 

Base B ill Plavcr 



13 
11 
11 
S 
5 
5 
5 
4 



(tirls 
Teacher . . 
Nr.rse . . . . 
Musician . 
Artist . . . . 
Author . . . 
Actress. . . 
Doctor . . . 
Missionarv 



No. 

70 

37 

33 

7 

5 

3 

3 

3 



Total . 



143 



Total 161 



B. Commercial. 



I^OIJS 

Merchant 

Salesman 

Banker 

Real Estate 

Advertising Agent 

I;ookkeeper 

Clerk 



Ao. 
24 
11 
6 
4 
3 
3 
3 



Girh No. 

Stenographer 44 

Secretary 12 

Bookkeeper 5 

Telephone Oj erator 4 



Total . 



54 



Total . 



65 



C* Industrial. 



Boys N'o. 

Engineer 16 



Mechanic 
Chauffeur 
Farmer . . 
Machinist 
I'ircman. . 
Carpenter 
Tecorator 



16 

14 

14 

9 

5 

3 



Girls 
Designer . . 
Dressmaker 
Domestic. . 



No. 
10 
10 



'otal . 



80 



Total 



26 



Making Choice 




of Vocal ions 


Totals 


129 


173 


70 


100 


71 


88 


132 


165 


38 


89 


166 


206 



396 School Survey of Brookline 

Table Showing the Number of Pupils Making Choice of 

Vocations and Those not jNIaking any Choice, Grades 

VII, VIII and IX. 

Not Making 
Choice of 
Name of School Vocalions 

Devotion 44 

Heath 30 

Lawrence 17 

Lincoln 33 

Rankle 51 

Pierce 40 

Total 215 606 821 

The distribution of occupations for fathers, older brothers 
and sisters, as shown in the above table, discloses the kind of work 
adults are doing now. The columns giving the choices of occupa- 
tions by the boys and girls simply show what occupations the 
pupils aspire to follow. The wide discrepancy in most cases 
between the occupations of those in employment and the choices 
made by the children indicates that most of the children are 
aspiring to occupations on a somewhat different plane from those 
of the fathers, older brothers and sisters. This is particularly 
evident in the case of the number of boys choosing engineering 
courses and the number of girls choosing courses for musicians, 
teachers and stenographers. 

In considering the aspirations of the pupils, it should be 
remembered th?t these aspirations have been largely influenced 
by the experience and knowledge which the school has given. 
This knowledge has been limited in scope and has been given a 
distinctly college preparatory trend. Consequently', many have 
indicated the expectation of going to college when there is no 
possibility of their doing so. 

It cannot be inferred, however, that these boys and girls will 
follow the vocations of their parents or older brothers and sisters. 
It is noticeable that a very small number of parents were born 
in Brookline. As is the case in practically all American cities, 



The School of Practical Arts 397 

a large proportion of the people move from one city to another. 
The following table of birthplaces of fathers and of children 
indicates that Brookline should offer varied as well as broad courses 
of education to meet the needs of the children, since a large pro- 
portion of the children will undoubtedly' gain their livelihood in 
another community. 

Table Showing Birthplace of Fathers Having Children 
IN School in the Seventh, Eighth and Ninth Grades. 

Born Born Born 

Born in Elsewhere in Elsewhere in in Foreign 

Name of School Brookline Massachusetts United States Countries Total 

Devotion... 7 53 68 45 17a 

Heath 19 5 6 69 99> 

Lawrence 2 38 32 16 8& 

Lincoln 24 21 10 114 169- 

Riinkle 2 34 30 23 89 

Pierce 28 27 29 111 195 

Total 82 178 175 378 813 

Table Showing Birthplace of School Children in the 
Seventh, Eighth and Ninth Grades. 

Born Born Born 

Born in Elsewhere in Elsewhere in in Foreign 
Name of School Brookline Massachusetts United States Co^mtries Total 

Devotion 42 88 36 8 174 

Heath 78 19 2 1 100 

Lawrence ^3 46 17 2 88 

Lincoln 108 43 5 9 165 

Runkle 18 53 18 5 94 

Pierce 116 61 17 13 207 

Total 385 310 95 38 828- 

Of 820 fathers, 10 per cent were born in Brookhne, 22 per 
cent elsewhere in Massachusetts, 21 per cent elsewhere in the 
United States, and 45 per cent were foreign born. As indicated 
in the tabulation from the vocational inquiry blanks, the majority 
of the chauffeurs, gardeners, laborers, painters, and teamsters 



398 School Survey of Brookline 

were foreign born. The trend of occupations of children of foreign 
born parents will probably be different from that of the parents. 
A system of education in- which school aims chiefly to prepare 
for high school, and high school to prepare for commercial work 
or for college, will not fit these children for their life work. A 
' large proportion of them must enter the industrial field and the 
schools which they attend should offer practical, industrial and 
home-making courses related to their general academic training. 
These practical courses should offer a sufficient try-out experience 
in a fairly wide range of activities to inform the children as to 
their possibilities in these activities. After this try-out experience, 
special training courses should be given to those who elect definite 
vocations. 

Tables Showing the Extent to Which Children Expect 
TO Complete their Education. 

Will Finish Will go to 

Ninth Grade High School 

Will not but Will Not but not to 

Finish go to High College Will go 

School Ninth Grade School to College Total 

Devotion ::! 15 31 125 173 

Heath 13 57 30 100 

Lawrence 1 6 IS 63 88 

Lincoln 5 46 76 40 167 

Runkle 4 17 19 49 89 

Pierce 2 30 76 98 206 

Total 14 127 ^277 405 823 

The number who will realize their expectation educationally 
will be far less than that given in the above table; even should 
the expectation of all these children be realized, there would yet 
be 418 out of 823 not entering college. We know the proportion 
not going to college will be much larger. With the exception of 
those who complete the commercial course these children must 
leave school with no adequate preparation for their life work. 



The School of Practical Arts 



399 





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CHAPTER Xlll. 

A DEMONSTRATION SCHOOL 
FOR BROOKLINE. 

As a result of an educational survey, something of a practical 
nature should follow, not only in the matter of buildings, organiza- 
tion and general directions as to educational policy, but in ad- 
chtion something that would afford a continuous opportunity 
to test and demonstrate the best things capable of being done in 
the town of Brookline itself. It would be too much to expect 
that such a demonstration could be carried out with sufficient 
energy in every school at once. But if one school or a series 
of classes in one school could be devoted to this purpose, new 
practices in teaching could be demonstrated, their success made 
clear and tested in the strictest scientific manner, and the op- 
portunity thus provided for all teachers in Brookline to observe 
the results obtained, and to carry them out in their own classes 
at the discretion of the authorities in charge. 

Such a demonstration school would be neither a model 
school, on one hand, nor an experimental school, on the other, 
although it might fulfill to some extent the functions of both. 
The chief role of such a school would be to demonstrate, by actual 
teaching, practices and methods of getting results which have 
already been experimented upon and have already yielded favor- 
able results. The whole work of such a school could never be 
regarded as an ideal or model set up for imitation by other schools. 
Only those practices which had been tested out in a completely 
objective, scientific manner, and the details of which had been 
completely recorded, and of which the results had been shown 
to be plainly without any ambiguity, could reasonably be offered . 
by such a school for more extended application. 

An example of the way in which this conception of a demon- 
stration school could be carried out will make the matter clearer.. 

400 



A Demonstration School for Brookline 401 

The Survey has shown that the eighth grade pupils of Brookhne 
are on the average able to read silently at the rate of about 309 
words a minute when the material is easy to comprehend. Read- 
ing at this rate the pupils are able to report on the average about 
20 details out of a possible 35 from the material read. Ordinarily 
those who read the faster are on the whole able to report more 
details than those who read slower, since they have covered more 
ground. The faster reader has either less difficulty of compre- 
hension or less mechanical difficulty in perceiving and following 
the words. In Brookline, however, there appears to be no con- 
nection between speed of reading and ability to reproduce. Since 
this is contrary to general belief, here again we have a subject 
for further investigation. 

While the average rate of reading is 309 words a minute for 
the eighth grade, the variations are very large, some children 
reading at the rate of 130 words a minute, and others at over 
700 words a minute, while some report as few details as seven, 
although others can report as many as 30 details. This latter 
standard is above what is found to be the average capacity for 
silent reading in pupils who have graduated from high school. 

Tests given in Boston show that in ability to read the news- 
paper — the people's textbook ^ — -eighth grade pupils are far 
behind the average of high school graduates, but with a con- 
siderable overlapping and variation in individual pupils. This 
result is all the more interesting in view of the fact that reading, 
as such, is not specially taught in the high school course. It is 
evident that there are a great many pupils in the eighth grade 
and even some in the high schools who must read the newspaper 
with such slowness and difficulty that the operation can give 
them but little pleasure or satisfaction. As for reading of a 
more difficult character, they are at a still greater disadvantage. 
It is obvious that inability to read easily the simple text of a daily 
newspaper handicaps an individual for citizenship. An equality 
of opportunity no longer exists between him and the more efficient 
reader for getting the ideas upon which our life as a community 
depends. 

The facts that we have been considering show that there 



402 School Survey of Brookline 

is opportunity enough left for improving the reading capacity 
of pupils of the eighth grade. This would be true of the average, 
and particularly true of the lower half of the class, many of whom 
read no better than pupils in the fourth and fifth grades. To 
what extent they can be improved is not at present known. 
The averages which are obtained from tests applied in different 
parts of the country are remarkably alike and generally inde- 
pendent of the time devoted to teaching. This is true of other 
subjects, also, such as Arithmetic and Spelling. It would seem 
that the averages obtained are not really norms, but may verj' 
prol^ably be like the average death-rate of a community before 
proper sanitary measures have been undertaken. No school 
syste.n has heretofore undertaken to diagnose the individual 
pupils in a class as to their capacity to read silently and to dis- 
cover what are the causes which result in inefficient reading. 
In an investigation recently made it was shown that faulty eye- 
movements were the cause in over 50 per cent of poor readers. 
They have acquired the bad habit of breaking up the newspaper 
line into six or seven portions, taking a separate look at every 
word or sometimes at separate portions of the same line. They 
make sure that the word is really there upon the line before 
going on to the next word. This, however, takes time and en- 
grosses the attention to the exclusion of relationships of the words 
and the general meaning of phrases and larger combinations. 
It is a habit which has sometimes been started in the lower grades 
and under the influence of the teacher who cautions the pupils 
to be sure of every word. Good readers have an entirely different 
habit. In reading a newspaper line they are able to take in at 
one glance nearly half the line. Resting on this for about a 
third of a second the eye jumps to the next section of the line, 
and finally rests for a moment at the end. These facts have been 
found by photographing the movements of the eyes while reading, 
and no reader has yet been found who makes fewer than three 
stops on a single newspaper line. Besides seeing the words 
in the fine, however, which is in the focus, with good readers, 
t'^.e eye also takes in a word or so further up or further down. 
A word which is registered further down probably serves as a 



A Demonstration School for Brookline 403 

headline does, to suggest what is coming and to enable the reatk-r 
to understand the next line with greater rapidity. Readers (.f 
faulty habits of eye-movements associated with narrow visual 
scope can in most cases be improved rather rapidly by practice 
with a machine which exposes a part of the line of the same 
length as that seen by a good reader and covers it up in a time 
which can be gradated or geared up until the minimum of about 
one-third of a second is obtained. Practice for less than a month 
has been shown in the case of high school graduates to break 
up the fumbUng habit and to increase their rate of reading to 
above the average of the class. 

There are, however, other faulty mechanical habits which 
result in slow and inefficient reading. All readers pronounce 
to some extent the words they read, good readers telescoping 
the words together so that the operation takes much less time 
than a perfect pronunciation would. (This fact carries with it 
as a corollary the necessity of special teaching in oral speech, 
particularly for fast readers.) Slow readers not only pronounce 
the words m.entally more completely, but they often actually 
move some part of the vocal apparatus. They have frequently 
been prevented in the lower grades from moving their lips, l)ut 
this does not prevent them from moving the tongue behind the 
teeth, and thus tying their reading to the rate at which they 
could read aloud. 

Besides defective mechanical habits, however, there is a 
class of inefficient readers (about 30 per cent) who are so because 
they do not readily comprehend the ideas of the text they are 
reading. Especially when any word of even a slightly abstract 
character makes its appearance they delaj^ for some fraction of 
a second longer than is necessary for a faster reader. Wlien these 
pupils are asked to give the associations that come to their minds 
in connection with such a word, it is found that their responses 
are comparatively slow as well as meager. This is not a fault 
that can be corrected so quickly as can a deficiency in mechanical 
habit. It represents a lack of understanding, but not necessarily 
a native defect of intelligence. This class of poor readers have 
not obtained from their ]iast experience either in school or at 



404 School Survey of Brookline 

home familiarity with conceptions which are commonplaces 
with more efficient readers. 

Special instruction, special reading and discussion along the 
lines indicated by the words at which they hesitate would seem 
to be the treatment needed in order to advance these individuals. 
It is obvious, however, that the same Ust of words would also 
throw a hght on the kind of requirements and class of ideas 
necessary for discussions in the grades below the eighth, if the 
school is to prevent the recurrence of similar deficiencies in later 
years. In order to supplement such a list of words, frequency 
tables of words occurring in the daily newspapers and other simple 
texts should be made. , Those words occurring with the greatest 
frequency, when properly classified under their respective sub- 
jects, geography, history, civics, etc., represent the ideas which 
the pupil should be the most famiUar with in the lower grades. 
Such a frequency table would form a control (although not the 
only one) for the material taught in these grades. 

As a consideration of the facts just enumerated indicates, 
the first essential in a demonstration school would be a scientific 
analysis of the situation. This presupposes, in the first place, 
that each individual should be diagnosed in respect to his prasent 
ability in the subject which is required to be taught, and the 
causes for his present condition carefully determined. In the 
second place, the ability of the normal adult or at least of the 
high school graduate in the same subject should also be determined. 

There still remains the important question of method, or 
ways and means, organization and incentive that will inspire 
the pupil to move with reasonable rapidity towards a sufficient 
mastery of the subject to be learned. 

The keynote of this method would probably be found in the 
active co-operation of the pupil. The tests will show him where 
he is and how far he must go before he is able to read an easy 
text hke the newspaper with pleasure as well as profit. Small 
groups of pupils might be formed or teams composed of pupils 
with similar difficulties. They should learn to test themselves 
in rate of reading and power to reproduce, at least in the higher 
grades. They should make out hsts of words over which they 



A Demonstration School for Brookline 405 

hesitate and discuss the meaning of those words with one another. 
Besides this they should find easy material in which they are 
interested and which they can read fluently and with enjoyment. 
They should tell one another verbally what they have read, and 
make it comprehensible and interesting to their hearers. The 
teacher should keep in touch with these activities, which should 
be largely organized by the pupils themselves. The school- 
room would come to have the aspect of a laboratory or a shop 
for which directions could be issued beforehand to groups and 
to individuals, but in which pupils would be working according 
to their capacities, not singly, but with the stimulus of helpful 
comradeship, and with a clear understanding of what they are 
working for. 

It would be no part of the pohcy of a demonstration school 
to proceed on any method without frequently testing the results 
obtained and comparing them with results found when neither 
special diagnosis nor differentiated and self-active methods had 
been employed. It would only be when higher averages and 
lessened retardation could be demonstrated that the procedure 
employed could be recommended to other schools. 

What has thus been roughly sketched as a possibiUty in the 
subject of silent reading should be carried out with the other 
subjects of the school program. One subject should not be 
worked out at the expense of others. 

In arriving at a greater ability in reading, for example, more 
time or greater mphasis should not be required. Advantage 
should, however, be taken of the correlation or overlapping of 
subjects. Like processes should be learned and practiced to- 
gether although they may occur in subjects given a different 
name. A great deal of Grammar and Composition, for example, 
can easily form part of the subject of Reading. During the most 
•of the grades it would seem reasonable that the three R's should 
receive the gi'catest attention. As we have already seen in the 
case of Reading, when properly understood this subject covers 
a veiy large part not only of an elementary education but of any 
•education whatsoever. 



406 School Survey of Brooklike 

The means of diagnosis, the results to be arrived at and th(^ 
methods to be employed are not the only features to be considered 
in the estabhshm.ent of such a demonstration school. The task 
of organizing such woik in any school presents a problem which 
is by no means easy for a teacher who has not seen such a scheme 
in practice. It would be necessary, therefore, to select a certain 
number of teachers by transfer or otherwise, who would be in 
sympathy with such an undertaking and capable of carrying it 
out, and to provide them with an expert of sufficient experience 
who could not only test scientifically but institute and guide the 
kind of organization which would be required. The principal 
of a school who has in charge a great deal of detail could not be 
expected to add such responsibilities to his duties. The relation 
of such an expert to the school system would 1 e like that which 
has already been found to work successfully in scientific manage- 
ment in factories. The change in organization is made slowly, 
no violent or radical transformation being sudtlenly attempted. 
The superintendent of the factory and the manager are needed 
as much as ever while these changes are under way. The expert 
or "scientific manager" does not need to be on the ground con- 
tinuously. His services for one day a week for three years or 
more are frequently found to be the best arrangement to put the 
factoiy on a new and more profitable basis. It would seem 
that a similar arrangement would be found to l)e the most prac- 
ticable also for an educational institution. At the beginning 
it would be likely that extensive transfers of teachers would not 
be neciessary. It would probably be better for the first year to 
get half a dozen grades well estabhshed before extending the 
work throughout the rest of the school. 

As for the grades that are taken, those of the Junior High 
School or perhaps the fourth, fifth, sixth, seventh and eighth 
grades would yield the readiest returns, since the pupils in these 
grades are moi-e capable of individuahzed and co-operative work 
than those of the lower grades, while on the other hand they 
are not subject to the special and sometimes artificial require- 
ments necessary for entrance to higher institutions. 



A Demonstration School for Brookline 407 

Besides the expert and the selected teachers there ought 
also to be provided one extra teacher or clerk for the purpose 
of making elaborate records of everything that is done. Tabula- 
tions should be made and charts prepared, photographs of work 
as it is going on, and descriptions of the work should be obtained. 
Further than this the parents should be interviewed as to their 
plans and prospects for the children and as to their observation 
of the nature and character of the child; a work which would 
also result in a sort of social survey of the neighborhood of the 
school. Eveiything should be done to make the activities of 
the community dovetail into the activities going on in the school. 
Parents should be invited to evening meetings in which photo- 
graphic slides of schoolroom acti\dties could be observed and 
explained. The methods of procedure and the results obtained 
should be made perfectly plain first of all to the parents concerned. 

From time to time certain classes in other schools might be 
chosen to try out some plan. Teachers would be invited to 
suggest plans which they would like to try out under expert, 
advice. Thus the whole force would benefit by the opportunity 
for participation in a scientifically conducted enterprise even 
before results of general vahdity were secured. Teachers would 
feel that their help in the general research work of the school 
system was desired and valued. 

In some cities bureaus for educational measurements have 
been added to the equipment as a result of educational surveys. 
However useful such bureaus may be, they leave a great deal 
to be desired in the line of positive reconstruction of educational 
effort. It is obvious that a demonstration school such as is here 
suggested rather than fully outUned would not only provide 
measurements for the school itself but would make these measure- 
ments of some use in producing more favorable results, and in 
finally establishing not mere averages but norms capable of 
being used as demonstrated standards for the guidance of other 
schools. It would seem that a progressive community Uke that 
of BrookUne could well afford to take the lead in such a matter, 
and contribute something of value not only for itself but for the 
benefit of education throughout the country at large. 



APPENDIX 



APPENDIX TABLE NO. 1. 

Nativity of the Population of Cities of 25,000 to 31,000 
Population in United States, 1910. 
^—Native 



Native 
Cilies Parentage 

1. Shenandoah, Pa 17.5 

2. Niagara Falls, N. Y 25.4 

3. Chicopee, Mass 18.2 

4. Lorain, Ohio 29 . 3 

5. Lewiston, Me 31 .2 

6. Nashua, N. H 32.9 

7. Warwick Town, R. 1 28.4 

8. Sheboygan, Wis 20 . 3 

9. Stamford, Conn 32 .2 

10. New Rochelle, N. Y 29.7 

11. Brookline, Mass • ■ 41-8 

12. Norwich, Conn 31.1 

13. South Omaha, Neb 32.4 

14. Meriden, Conn 27.0 

15. Waltham, Mass 37 . 1 

16. Orange, N. J 28.2 

17. Mt. Vernon, N. Y 37 .0 

18. Hazleton, Pa 33.2 

19. Watertown, N. Y 49.1 

20. Newport, R. 1 36 . 3 

21. Aurora, HI 41.0 

22. Elgin, 111 39.8 

23. San Jose, Cal 45.5 

24. La Crosse, Wis 33.4 

25. Clinton, Iowa 44 . 4 

26. Ogden, Utah 45 .4 

27. Newburgh, N. Y 50.7 

28. Madison, Wis 42.5 

29. Poughkeepsie, N. Y 54.7 

30. Green Bay, Wis • 35.6 

408 



: White « 






Foreign 


Foreign 




or Mixed 


Born 




Parentage 


White 


Negro 


41.9 


40.6 


.0 


34.1 


39.6 


.9 


42.2 


39.5 


.0 


31.6 


37.8 


1.3 


32.7 


35.9 


.2 


32.6 


34.4 


.1 


37.0 


33.8 


.6 


46.8 


32.8 


.0 


34.3 


32.1 


1.3 


34.1 


30.1 


6.1 


27.3 


30.0 


.8 


36.8 


29.8 


2.2 


34.4 


29.8 


2.7 


43.0 


29.5 


.5 


35.0 


27.6 


.2 


36.2 


27.2 


8.4 


34.1 


26.0 


2.9 


43.1 


23.6 


.1 


27.1 


23.4 


.3 


34.6 


23.0 


5.9 


35.5 


22.5 


1.0 


37.7 


21.8 


.7 


31.3 


20.1 


.6 


46.5 


19.9 


.2 


34.8 


19.1 


1.7 


34.7 


17.4 


.8 


29.8 


17.3 


2.2 


40.2 


16.3 


.6 


26.6 


16.2 


2.5 


47.9 


16.1 


.2 



Appendix 



409 



APPENDIX TABLE NO. 1— Continued 

' — -Native White < 

Foreign 

Native or Mixed 

Cities Parentage Parentage 

31. Council Bluff.-!, Iowa 57.7 26.2 

32. Norristown, Pa 61.7 20 . 2 

33. Pasadena, Cal 62.8 19.4 

34. Bloomington, 111 56 . 8 26 . 8 

35. Kingston, N. Y 57.0 27.4 

38. Newport, Ky 51 .2 35.6 

37. Easton-, Pa 71.4 16.6 

38. Battle Creek, Mich 69.3 18.1 

39. Colorado Springs, Co'o 67.4 18.4 

40. Waterloo, Iowa 65.9 23.9 

41. Austin, Tex 53.2 13.5 

42. Newark, Ohio 75.1 15.4 

43. Danville, 111 70.0 17.5 

44. Zanesville, Ohio 74.5 14.8 

45. Lima, Ohio 76 . 9 14.6 

46. Waco, Tex 63.3 8.7 

47. Muskogee, Okla 60.1 5.6 

48. Columbia, S. C 51.9 2.5 

49. Wilmington, N. C 48.2 3.0 

50. Lynchburg, Va 63 . 5 2.8 



Foreign 




Born 




White 


Negro 


14.6 


1.1 


14.4 


3.6 


14.2 


2.5 


13.2 


3.1 


13.1 


2.4 


11.2 


1.9 


10.9 


. 1.0 


10.4 


2.3 


10.3 


3.8 


10.1 


.1 


8.2 


25.0 


8.1 


1.4 


7.2 


5.3 


5.7 


4.9 


5.3 


3.2 


4.9 


23.0 


2.1 


31.0 


1.7 


43.9 


1.7 


47.0 


1.5 


32.1 



410 School Survey of Brookline 

APPENDIX TABLE NO. 2. 

Percentage of Population According to Age in All Cities 
Between 25,000 and 31,000, 1910. 

Cities to 14 Under 15 

1. Hazleton, Pa 22.7 35.5 

2. Shenandoah, Pa 21.9 37.1 

3. Green Bay, Wis 20.6 32.3 

4. Waco, Tex 20.2 29.9 

5. Ogden, Utah 20.1 32.1 

6. Warwick (Town), R. 1 19.9 30.4 

7. South Omaha, Neb 19.9 32.0 

8. Chicopee, Mass 19.8 33.1 

9. Sheboygan, Wis 19.6 30.5 

10. Orange, N. J 18.7 29.8 

11. Lewiston, Me 18.7 28.5 

12. Austin, Tex 18.6 27.3 

13. Meriden, Conn 18.4 28.0 

14. Lorain, Ohio 18.4 31.9 

15. Wilmington, N. C 18.4 29.4 

16. Mt. Vernon, N. y 18.4 28.3 

17. La Crosse, Wis 18.2 26.9 

18. Lynchburg, Va ! 18.1 28.6 

19. New Roehelle, N. Y 18.0 28.8 

20. Stamford, Conn 17.9 28.9 

21. Council Bluffs, la 17.9 27.2 

22. Danville, lU 17.8 26.8 

23. Shreveport, La 17.7 26.8 

24. Lima, Ohio 17.6 27.1 

25. Norwich, Conn 17.6 26.7 

26. Columbia, S. C 17.5 27.3 

27. Nashua, N. H 17.5 27.2 

28. Newport, Ky 17.3 26.3 

29. Kingston, N. Y 17.1 25.3 

30. Clinton,. la 16.9 25.3 

31. Muskogee, Okla 16.6 25.9 

32. Newburgh, N. Y 16.6 24.4 

33. Aurora, 111 16.4 25.2 

34. Waltham, Mass 16.4 24.4 

35. Newark, Ohio 16.2 24.6 

36. Easton, Pa 16.0 24.7 

37. Niagara Falls, N. Y 15.9 26.7 

38. Colorado Springs, Colo 15.9 23.2 

39. Waterloo, la 15.7 25.2 



Appendix 



411 



APPENDIX TABLE NO. 2 — Continued 

Cities 5 to I4 Under 15 

40. Elgin, 111 15.7 23.0 

41. Madison, Wis 15.5 24.3 

42. Bloomington, 111 15 . 5 23 . 5 

43. Zanesville, Ohio 15.4 24.2 

44. Watertown, N. Y 15.1 23 . 7 

45. Norristown, Pa 15.0 23.4 

46. Poiighkeepsie, N. Y 15.0 23.3 

47. Newport, R. 1 14.9 23.1 

48. San Jose, Cal 14.4 22.2 

49. Battle Creek, Mich 13.9 21 .9 

50. Pasadena, Cal 13.6 20.3 

61. Brookline, .Mass 12.9 19.3 



APPENDIX TABLE NO. 3. 

Percentage of Population According to Age in 12 
Selected Cities. 

Cities 5 to I4 Under 15 

1. Yonkers, N. Y 18.8 30.1 

2. New Rochelle, N. Y 18.0 28.8 

3. Boston, Mass 16.7 26.2 

4. Newton, Mass 16.7 25.4 

5. Springfield, Mass 15.9 25.2 

6. Colorado Springs, Colo 15.9 23.2 

7. Madison, Wis 15.5 24.3 

8. Berkeley, Cal 14.7 22.7 

9. Pasadena, Cal 13.6 20.3 

10. San Diego, Cal 13.4 20.2 

11. Los Angeles, Cal 13.0 20.1 

12. Brookline, Mass 13.9 19.3 



412 



School Survey of Brookline 






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Appendix 



413 



APPENDIX TABLE NO. 5. 

Estimated Number of Taxables, Paying Various Amounts 

OF Taxes, upon Various Amounts of Property, in 

BROOKLINE, Mass. 

1915.* 



Amount of 


Value of 


Number of 


Per Cent 


Estimated 


Taxes 


Property 


Taxables 


of Total 


Number of 


Paid 


{Lower Amount) 


Counted 


Counted 


Taxables 


1 


2 


3 


4 


5 


Less than 










$25 




341 


25.64 


844 


25-49 


$1,773.50 


154 


11.58 


381 


50-74 


3,547.00 


96 


7.22 


238 


75-99 


5,320.50 


55 


4.14 


136 


100-124 


7,094.00 


84 


6.32 


208 


125-149 


8,865.50 


88 


6.62 


218 


1.50-174 


10,639.00 


74 


5.57 


183 


175-199 


12,412.-50 


50 


3.77 


124 


200-224 


14,188.00 


46 


3.45 


114 


225-249 


15,961.50 


31 


2.33 


77 


250-274 


17,735.00 


29 


2.18 


72 


275-299 


19,508.50 


25 


1.88 


62 


300-324 


21,282.00 


18 


1.35 


44 


325-349 


23,055.50 


8 


.60 


20 


350-374 


24,829.00 


16 


1.20 


39 


375-399 


26,602. 50 


16 


1.20 


39 


400-424 


28,376.00 


18 


1.35 


45 


425-449 


30,149.50 


16 


1.20 


39 


450-474 


31,923.00 


11 


.83 


29 


475-499 


33,696.50 


6 


.45 


15 


500-524 


35,470.00 


8 


.60 


20 


525-549 


37,243.50 


8 


.60 


20 


550-574 


39,017.00 


9 


.67 


22 


575-599 


40,790.50 


7 


.52 


17 


GOO-624 


42,.564.00 


7 


.52 


17 


625-649 


44,337.50 


1 


.07 


2 


650-674 


46,111.00 


1 


.07 


2 


675-699 


47,884 . .50 


5 


.38 


13 


700-724 


49,6.58.00 


9 


.67 


22 


725-749 


51, 431. 50 


5 


.37 


12 


750-774 


.53,205.00 


1 


.07 


2 


775-799 


54,978.50 








a 



414 



School Survey of Brookline 



APPENDIX TABLE NO. 5 — Continued 



Amount of 


Value of 


Number of 


Per Cent 


Estimated 


Taxes 


Property 


Taxables 


of Total 


Number of 


Paid 


(Lower Amount) 


Counted 


Counted 


Taxables 


1 


2 


3 


4 


5 


S800-824 


$56,752.00 


6 


.45 


15 


825-849 


58,525.50 


5 


.37 


12 


850-874 


60,299.00 


1 


.07 


2 


875-899 


62,072.50 


8 


.6 


20 


900-924 


63,846.00 


2 


.15 


5 


925-949 


65,619.50 


4 


.31 


10 


950-974 


67,393.00 


2 


.15 


5 


975-999 


69,166.50 


1 


.07 


2 


1000-1499 


f 70,940.00 
\ 106,389.00 


32 


.24 


79 


1500-1999 


\ 106,390.00 
\ 141,879.00 


7 


.52 


17 


2000 


141,880.00 


13 


.98 


32 


3000 


212,820.00 


1 


.07 


2 


4000 


283,760.00 


2 


.15 


5 


5000 


354,700.00 


1 


.07 


2 


6000 


425,640.00 


2 


.15 


5 


7000 


496,580.00 











8000 


567,520.00 











9000 


638,460.00 


1 


.07 


2 



Total 



1330 



100.00 



3290 



* This table was prepared in following manner from "List of Polls and 
Property Assessed in the Town of Brookline, Mass., for the Year 1915." 
Column 3, the first derived, was obtained by using the first five names upon 
each of the 266 pages. Column 4 was then computed, and upon the basis of 
these percentages the 3290 i)ersons paying property taxes were distributed in 
Column 5. Column 2 was inserted later. The amounts of property are for 
the lower limit of each step, $25, $50, $75, etc. 



Appendix 



415 



APPENDIX TABLE NO. 0. 
Assessed Valuation per Capita, 1912, in all Cities having 
FROM 25,000 TO 31,000 Population in 1915 — from Census 
Report on Wealth, Debt and Taxation, 1913, page 841. 

Assessed 
Valuation 
Cities per Capita 

1. South Omaha, Neb $983.91 

2. Brookline, Mass 3,659.92 

3. Pasadena, Cal 1,171 .35 

4. Newport, R. 1 1,862.01 

5. New Rochelle, N. Y 1,072.97 

6. Shreveport, La 522 . 11 

7. Madison, Wis 1,356.09 

8. Wilmington, N. C 472.97 

9. Lynchburg, Va 1,104.31 

10. Cokmibia, S. C 359.25 

11. Waco, Tex 937.08 

12. Muskogee, Okla 1,032.78 

13. Lorain, Ohio 1,370.92 

14. Stamford, Conn 1,193.31 

15. Mt. Vernon, N. Y 1,044.71 

16. Ogden, Utah 503.28 

17. Colorado Springs, Colo. .' 400.77 

18. Danville, 111 388.68 

19. Niagara Falls, N. Y 1,029.40 

20. Battle Creek, Mich 770.52 

21. San Jose, Cal 648.61 

22. Shenandoah, Pa 116.28 

23. Poughkoepsie, N. Y 763.76 

24. Newark, Ohio 1,006.02 

125. Waltham, Mass 993 .29 

26. Warwick, R. 1 975 . 12 

27. Bloomington, III ' 318 . 73 

28. Elgin, 111 317.65 

29. Lima, Ohio 936.38 

30. Austin, Tex 687.82 

31. Easton, Pa 639.01 

32. Norristown, Pa 434 . 79 

33. Nashua, N. H 846.53 

34. Aurora, 111 277 .63 

35. La Crosse, Wis 656.03 

36. Meriden, Conn 424.19 

37. Lewiston, Me 632 . 63 



Basis of 


True 


issessmenl 


Valuation 


20 


$4,919.55 


100 


3,659.63 


49 


2,390.51 


100 


1,862.01 


60 


1,788.30 


30 


1,740.37 


80 


1,695.11 


30 


1,576.56 


75 


1,472.15 


25 


1,437.00 


67 


1,398.63 


75 


1,377.04 


100 


1,370.92 


90 


1,325.90 


80 


1,305.90 


40 


1,258.02 


33 


1,202.31 


33 


1,166.04 


90 


1,143.78 


75 


1,094.03 


60 


1,081.07 


70 


1,023.26 


75 


1,018.34 


100 


1,006.02 


100 


993.29 


100 


975.12 


33 


956.19 


33 


952.95 


100 


936.38 


75 


917.09 


70 


912.86 


50 


869.58 


100 


846.53 


33 


832.89 


80 


820.04 


90 


804.65 


80 


790.80 



416 



School Survey of Brookline 



APPENDIX TABLE NO. 6 — Continued 

Assessed 

Valuation Basis of True 

Cities per Capita Assessttienl Valuation 

38. Watertovvn, N. Y .1563. 62 75 $751 .49 

39. Sheboygan, Wis 576.85 80 719.22 

40. Norwich, Conn 630.06 90 700.07 

41. Waterloo, Iowa 172.67 25 690.68 

42. Green Bay, Wis 633.04 SO 689.13 

43. Orange, N. J 682.85 100 682.85 

44. Newport, Ky 508.49 75 657.98 

45. Kingston, N. Y • 452.97 75 603.96 

46. Council Bluffs, la 150.66 25 602.64 

47. Chicoree, Mass 555.33 100 ■'555.33 

48. Newburgh, N. Y 416.01 75 554.68 

49. Hazleton, Pa 342.20 70 488.86 

50. Jonesville, Ohio 944.66 100 944.66 

51. Chnton, Iowa 122.34 25 4S9.36 



APPENDIX TABLE NO. 7. 
Distribution of Expenses of Municipal Governments. 



Cities 





a 










cs a 






a > 


o o 


oo 



PmPhPl, 



c3 


m 


^ 


.t; 












JS 


S 


o 



Berkeley, Cal 

Pasadena, Cal 

San Diego, Cal 

Colorado Springs, Colo. 

Brookline, Mass 

Newton, Mass 

Springfield, Mass 

East Orange, N. J 

New Rochelle, N. Y. . . 
Yonkers, N. Y 



8.3 
7.5 
2.7 
9.7 
6.9 
6.9 
5.3 
7.0 
12.9 
12.0 



18.8 
12.6 
23.0 
14.5 
23.3 
15.9 
23.0 
18.3 
15.0 
22.4 



5.1 

8.6 

6.7 

5.9 

13.0 

11.6 

9.8 

13.0 

10.3 

13.9 



8.8 
14.4 
16.0 
14.8 
.18.7 
13,4 
12.5 
13.0 
12.1 
11.6 



1.2 
1.0 

.6 
2.0 
3,3 



53.5 
46,3 
33,9 
44.2 
23.8 
35 , 5 
33.6 
41.5 
38,1 
30,8 



2.4 

2.5 
1.7 
1.4 
3.0 
2.8 
2.6 
2.5 
1,7 
.6 



l.S 
5.7 
6.0 
6.3 
8.9 
8.8 
3.9 
2,2 
4.5 
1,2 



,1 
1,5 
3,6 

.5 
1.4 

.8 
5.5 
1.2 
1.1 
1.2 



Cities having population 
of 50,000 



21 ,2 



8,7 



13,2 



3.8 



38.5 



1.5 



Boston, Mass. . . 
Los Angeles, Cal . 



9.6 
12,6 



20,9 
15,9 



11,4 
6,6 



11.4 
17.5 



9,4 
5,0 



25,3 
35,0 



1.8 
1.3 



6.0 
3.0 



4.1 
3.1 



Per Cent Distribution of Expenses. 
Bank of Brookline | 9 I 1 I 4 I 1 |6 111 



Appendix 



417 



APPENDIX TABLE NO. 8. 

Number and Per Cent of Pupils Who Are Over Ace, 
Normal Age and Under Age by Schools 1916-17. 



Building 


Total 


Under 
Age 


Normal 
Age 


Over 
Age 


Per 

Cent 

Under 

Age 


Per 
Cent 

Normal 
Age 


Per 

Cent 
Over 
Age 


Devot'on 


577 


49 


236 


292 


8.5 


41 


50 . 5 


Newton 


10 
327 


1 
3 


5 
104 


4 
220 


10.0 
.9 


50 
32 


40.0 


Heath 


67.1 


Lincoln 


465 


7 


154 


304 


2.0 


33 


65.0 


Parsons 


44 


1 


36 


7 


2.0 


82 


16.0 


Sewall 


83 
651 


2 
25 


55 
277 


26 
349 


3.0 

4.0 


66 

42 


31.0 


Pierce 


54.0 


Driscoll 


204 


6 


84 


114 


3.0 


41 


56.0 


Runkle 


402 


27 


156 


219 


7.0 


29 


54.0 


Lawrence 


203 


14 


79 


110 


6.0 


39 


55 . 


Cabo^ 


62 


2 


25 


35 


3.0 


40 


57.0 


Longwood 


52 


1 


14 


37 


2.0 


27 


71.0 


Total 


3080 


138 


1225 


1717 


5.0 


40 


55.0 



APPENDIX TABLE NO. 9. 

Number and Per Cent of Pupils Making Rapid, Normal 
AND Slow Progress by Schools 1916-17. 



Building 


Accel- 
erated 
Progress 


Normal 
Progress 


Retarded 

Progress 


Normal 
Progress 
and Age 


Accel- 
erated 
Progress 
Per 
Cent 


Per 

Cent 
Normal 
Prog- 
ress 


Retard- 
ed Prog- 
ress 
Per 
Cent 


Devotion 


81 


390 


106 


204 


14 


68 


18 


Newton 





10 





5 





100 





Heath 


10 



189 
3.39 


128 
126 


85 
151 


3 



58 
73 


89 


Lincoln 


27 


Parsons 





41 


3 


36 





93 


7 


Sewall 


1 


65 


17 


55 


1 


78 


21 


Pierce 


28 


436 


187 


268 


4 


67 


29 


Driscoll 


16 


170 


18 


76 


8 


83 


9 


Runkle 


76 
22 
33 


281 

147 

45 


45 
34 
14 


122 
67 
24 


19 

11 

5 


70 
73 
72 


11 


Lawrence 


16 


Cabot 


23 


Longwood 





36 


16 


14 





69 


31 








'^37 


2149 


694 


1117 


s 


69 


23 









418 School Survey of Brookline 

The following tables show the results in the Standard Tests 
by section, grade and school. 

The scores are in terms of the medians, except in the case of 
the spelhng tests, where the averages are used. 

The median or average variation of each score is given in 
parentheses below it. These variations mark the limits within 
which approximately half of the scores fall. For example, a 
median of 60 with a variation of five means that half of the individ- 
ual scores fall between 55 and 65. 

TABLE NO. 10. 
Number of Pupils Tested. 

Grade Grade Grade Grade Grade 

School IV V VI VII VIII 

Devotion 38 41 22 33 34 33 2.5 26 33 27 

Combined 79 55 67 51 60 

Driscoll 30 26 

Heath .37 38 38 34 30 

liEwrence 43 44 35 29 26 

Lincoln 35 26 29 28 31 30 27 29 27 26 

Combined 61 57 61 56 53 

Pierce 39 34 26 34 40 41 26 26 28 3136 

Combined 73 60 81 80 67 

Runkle .. 29 30 30 29 

Combined 37 40 59 59 45 

All schools 360 320 341 309 281 

These figures express the maxim irn number of pupils tested. Because 
of absences, the actual number of papers obtained in a single test was often 
one or two less than the number appearing in the table. 



Appendix 



419 



TABLE NO. 11. 

Median Age by Grades. 

Grade Grade Grade Grade Grade 

School IV V VI VII VIII 

Devotion 10 10 11 11 12 12 13 12 U 14 

(1) (0) (0) (1) (0) (1) (1) (1) (1) (1) 

Combined 10 11 12 13 14 

(1) (!) (1) (1) (1) 

Driscoll 10 11 

(0) (1) 

Heath 10 12 13 14 15 

(1) (1) (1) (1) (1) 
Lawrence 10 11 12 13 14 

(0) (1) (0) (1) (0) 
Lincoln 10 10 12 12 13 13 13 14? 15 15 

(1) (1) (1) (1) (1) (1) (1) (0) (1) (1) 

Combined 10 12 13 14? 15 

(1) (1) (1) (1) (1) 
Pierce 10 10 11 12? 12 12 13 13 13 14 14 

(1) (1) (1) (1) (1) (1) (0) ri) (0) (1) (1) 

Combined 10 11 12 13 14 

(1) (1) (1) (1) (1) 

Runkle 12 12 13 13 .. .. 

(1) (1) (1) (0) .. .. 

Combined 10 11 12 13 14 

(1) (0) (1) (1) (1) 

All schools 10 11 12 13 14 

(1) (1) (1) (1) (1) 



The figures in this table express the median ages of the pupils by grades, 
the'age being taken as that at the nearest birthday. A question mark after 
ajmedian indicates that the age was very clo.=e to the next year below. 



J 20 School Survey of Brookltne 

TABLE NO. 12. 
Courtis Arithmetic Tests. 

(a) Speed of Addition. 

(rradc Grade 

School V VI 

Devotion 7 9 7 8 

(2) (2) (1) (2) 

Combined S S 

(2) (2) 

Driscoll 7 

(1) 
Heath 9 10 

(1) (2) 
Lawrence ... 10 8 

(2) (2) 
Lincoln 9 8 8 8 

(2) (2j (2) (1) 

Combined ■. 8 8 

(2) (2) 

Pierce 8 6 8 9 

(1) (1) (1) (2) 

Combined 7 9 

(1) (2) 
Rimkle 7 8 8 

(2) (2) (1) 
Combined . . 8 

(2) 

All schools 8 8 

(2) (2) 

The scores in this table express the median number of examples attempted. 



Appendix 421 

TABLE NO. 13. 
Courtis Arithmetic Tests. 

(6) Accuracy of Addition. 

Grade Grade 

School V VI 

Devotion 57 58 64 88 

(19) (13) (14) (12) 

Combined 57 71 

(14) (21) 

Driscoll 71 

(16) 

Heath 60 50 

(16) (17) 

liawrence 71 78 

(11) (14) 
Lincoln 70 65 67 70 

(16) (12) (15) (20) 

Combined 67 67 

(12) (17) 
Pierce 60 50 57 69 

(22) (25) (14) (16) 

Combined 57 64 

(23) (20) 

Runkle 60 70 71 

(22) (18) (15) 

Combined . . 70 

(18) 

All schools 62 67 

(18) (17) 

The scores in this table express the median number of examples correctly 
done. 



422 School Survey of Brookline 

TABLE NO. 14. 
Courtis Arithmetic Tests. 

(c) Speed of Subtraction. 

Grade Grade 

School V VI 

Devotion 7 8 10 9 

(1) (2) (2) (1) 
Combined 8 9 

(2) . (2) 

Driscoll 7 

(1) 
Heath 9 9 

(1) (2) 
Lawrence 8 8 

(2) (1) 
Lincoln 8 8 9 10 

(2) (2) (2) (2) 
Combined 8 10 

(2) (2) 

Pierce 8 6 8 8 

(1) (1) (2) (2) 

Combined 6 8 

(1) (1) 
Rmikle 8 8 10 

(2) (2) (2) 
Combined • . . 9 

(2) 

All schools 8 9 

(2) (2) 

The scores in this table express the median number of examples correctly 
done. 



Appendix 423 

TABLE NO. 15. 
Courtis Arithmetic Tests. 

(d) Accuracy of Subtraction. 

Grade Grade 

School V VI 

Devotion 71 67 73 93 

(14) (16) (16) (7) 

Combined 67 86 

(10) (14) 

DriscoU 77 

(20) 

Heath 80 77 

(10) (13) 

Lawrence 71 75 

(21) (14) 

Lincoln 80 82 73 82 

(18) (10) (15) (10) 

Combined 80 78 

(10) (11) 

Pierce 67 71 67 83 

(16) (21) (17) (9) 

Combined 67 75 

(19) (15) 

Runkle 86 83 85 

(14) (17) (15) 
Combined . . 83 

(16) 
All schools 75 80 

(15) (13) 

The scores in this table express the median j :er cent of exami;les correctly 
done. 



424 School Survey of Brookline 

TABLE NO. 16. 
Courtis Arithmetic Tests. 

(e) Speed of Multiplication. 

Grade Grade 

School V VI 

Devotion 6 8 8 8 

(1) (1) (2) (2) 

Combined 7 8 

(1) (2) 
Driscoll 7 

(2) 
Heath 7 7 

(2) (1) 
LawTence 7 8 

(1) (1) 

Lincoln 6 6 8 8 

(1) (1) (1) (2) 

Combined 6 8 

(1) (1) 

Pierce 6 5 7 7 

(1) (1) (1) (1) 

Combined 6 7 

(1) (1) 
Bxmkle 7 7 7 

(2) (2) (1) 
Combined . . 7 

(1) 
All schools 6 7 

(1) (1) 

The scores in this table express the median number of examples attempted. 



Appendix 425 

TABLE NO. 17. 
Courtis Arithmetic Tests. 

(/) A cairacy of Multiplication. 

Grade Grade 

School V VI 

Devotion 07 57 67 89 

(17) (14) (11) (11) 

Combined 60 80 

(17) (17) 

DriscoU 71 

(17) 
Heath 67 63 

(16) (12) 
Lawrence 67 78 

(17) (11) 
Lincoln 67 86 67 80 

(17) (14) (17) (10) 

C'ombined 75 75 

(25) (12) 

Pierce 60 67 67 71 

(15) (27) (17) (15) 

Combined 60 70 

(20) (14) 

Runkle 83 78 83 

(16) (22) (17) 
Combined 82 

(18) 
All schools .• 67 75 

(17) (15) 

The scores in this table express the median par cents of examples done 
correctly- 



426 School Survey of Brookline 

TABLE NO. 18. 
Courtis Arithmetic Tests. 

(g) Speed of Division. i 

Grade Grade 

Schoi.l V VI 

Devotion G G 7 9 

(1) (1) (2) (2) 
Combined j G 8 

(1) (2) 
Driscoll 5 

(2) 
Heath 7 g 

(2) (2) 
Lawrence 6 9 

(2) (2) 

Lincoln 7 7 § g 

(2) (1) (1) (3) 
Combined 7 8 

(1) (2) 

Pierce 6 4 9 8 

(1) 0) (1) (2) 

Combined 5 8 

(1) (2) 

Runkle 7 g 8 

(1) (2) (2) 
Combined . . 8 

(2) 
All schools 6 8 

(2) (2) 
The scores in this table express the median number of examjjles attempted. 



Appendix 427 

TABLE NO. 19. 
Courtis Arithmetic Tests. 

(h) Accuracy of Division. 

Grade Grade 

School V VI 

Devotion 83 75 85 89 

(17) (25) (18) (11) 

Combined 80 86 

(20) (14) 

DriscoU 86 

(14) 

Heath 86 89 

(14) (11) 
Lawrence 78 90 

(22) (9) 

Lincoln 83 71 75 86 

(16) (15) (14) (14) 

Combined 75 83 

(15) (9) 
Pierce 67 75 88 88 

(29) (25) (12) (12) 

Combined 67 88 

(29) (12) 

Runide 89 100 100 

(11) (0) (0) 

Combined 100 

(0) . 

All schools 80 88 

(20) (12) 

The scores in this table express the median per cent of examples correctly 
done. 



428 School Survey of Brookline 

TABLE NO. 20. 
Stone Arithmetic Test. 

Grade Grade 

School V VI 

Devotion 5.6 4.4 6.8 9.2 

(2.2) (1.4) (1.6) (1.8) 

Combined 5.2 7.8 

(2.0) (2.0) 

DriscoU 4.0 

(1.4) 

Heath 3.0 6.4 

(2.0) (1.4) 

Lawrence 4.6 6.6 

(1.8) (1.8) 

Lincoln 3.0 2.0 5.0 5.0 

(2.0) (2.0) (1.6) (1.0) 

Combined 3.0 5.0 

(2.0) (1.4) 
Pierce 4.0 3.0 5.6 5.4 

(1.0) (1.0) (2.2) (2.0) 

Combined 4.0 5.4 

(1-4) (2.0) 

Runkle 5.0 7.2 6.8 

(2.1) (2.4) (1.6) 
Combined ... 6.8 

(2.0) 

All schools 4.0 6.2 

(1.6) (2.0) 

The scores in this table show the median value gained in the test. I'he 
values are determined on the basis of a fixed credit assigned. to each example 
by Mr. Stone. 



Appendix 



429 



TABLE NO. 21. 
Spelling Tests. 

(a) Words from Ayers Scale. 

Grade Grade Grade Grade 

School IV V VI VII 

Devotion 90 92 91 91 93 91 93 94 

(9) (7) -(9) (10) (7) (7) (7) (5) 

Combined. . 91 91 92 93 

(8) (9) (7) (6) 

DriscoU 90 91 

(8) (8) 

Heath 70 84 90 91 

(18) (12) (8) (9) 

Lawrence 78 81 89 88 

(16) (14) (8) (11) 

Lincoln 77 85 86 82 86 85 87 81 

(17) (12) (8) (14) (11) (11) (9) (16) 

Combined . . 81 83 85 84 

(14) (12) (11) (13) 

Pierce 87 86 89 89 88 94 89 94 96 

(13) (13) (8) (9) (10) (6) (9) (6) (4) 

Combined . . 87 89 91 93 

(12) (8) (9) (7) 



Grade 
VIII 

89 92 

(9) (8) 
90 
(9) 



87 . 
(10) 
90 

(8) 

70 77 
(18) (16), 

C16)1 

94 88^ 

.(8) (9> 

91 

(9) 



Runkle. . 



93 85 86 89 

(7) (13) (12) (8) 



Combined . 
All schools. . 



(16) 

84 
(13) 



85 
(12) 

87 
(11) 



89 
(10) 

89 
(9) 



87 
(10) 

90 

(9) 



84 
(12) 

86 
(12> 



The scores in this table express average per cents. 



430 



School Survey of Brookline 



TABLE NO. 22. 

Spelling Tests. 

(6) Words from Boston Lists. 





Grade 


Grade 


Grade 




Grade 


Grade 


School 


IV 


V 


VI 




VII 


VIII 


Devotion . . . 


62 64 


72 79 


86 86 


69 


60 


89 89 




(18) (20) 


(21) (17) 


(11) (13) 


• (14) 


(15) 


(13) (9) 


Combined 


63 


75 


86 




65 


89 




(19) 


(20) 


(12) 




(16) 


(11) 


Driscoll .... 


63 
(16) 


77 
(16) 






•• 




Heath 


41 


65 


91 




67 


78 




(17) 


(16) 


(10) 




(18) 


(17) 


Lawrence. . . 


56 


53 


83 




60 


80 




(19) 


(21) 


(13) 




(18) 


07) 


Lincoln. . . . 


79 64 


67 75 


83 78 


54 


59 


71 67 




(13) (15) 


(16) (18) 


(15) (18) 


(16) 


(24) 


(16) (20) 


Combined 


72 


71 


81 




56 


65 




(17) 


(18) 


(17) 




(21) 


(18) 


Pierce 


57 67 


72 70 


81 89 


66 


93 62 


89 83 




(22) (15) 


(14) (17) 


(16) (11) 


(15) 


(9) (16) 


(10) (14) 


Combined 


61 


71 


85 




76 


86 




(20) 


(16) 


(14) 




(17) 


(12) 


Runkle 






83 78 
(16) (19) 


63 

(21) 


65 

(18) 




Combined 


64 


67 


80 




64 


79 




(23) 


(19) 


(18) 




(16) 


(14) 


All schools. . 


61 


69 


84 




66 


80 




(20) 


(19) 


(16) 




(19) 


(16) 


The scores in 


this table e 


xpress averai 


ge per cents. 









Appendix 43 1 

TABLE NO. 23. 

Penmanship. 

Speed of Writing. 

Grade Grade Grade Grade 

School V VI VII VIII 

Devotion 78 84 90 88 103 104 107 117 

(8) (12) (8) (12) (10) (10) (9) (7) 

Combined 80 89 104 110 

(9) (10) (10) (9) 

Driscoll 78 

(7) 

Heath 81 86 99 98 

(7) (6) (8) (11) 

Lawrenqe 79 88 104 98 

(10) (11) (9) (12) 

Lincoln 72 51 81 82 96 82 81 79 

(8) (7) (10) (7) (6) (8) (12) (11) 

Combined 64 82 94 81 

(13) (9) (11) (12) 

Pierce 76 67 83 86 74 84 72 97 92 

(8) (7) (19) (6) (9) (9) (10) (14) (15) 

Combined 67 85 76 94 

(9) (9) (9) (16) 

Rankle 85 92 88 81 90 101 

(7) (10) (13) (7) (12) (8) 

Combined..... .. 90 82 

(12) (9) 

All s-hools 76 87 90 98 

(10) (9) (13) (13) 

The scores in this table express the median number of letters written per 
minute. 



432 School Survey of Brookline 

TABLE NO. 24. 
Penmanship. 

Quality of Writing. 

Grade Grade Grade 

School V VI VII 

Devotion 44 45 45 48 47 45 

(4) (3) (4) (5) (3) (2) 

Combined 45 46 45 

(3) (4) (2) 

Driscoll 46 

(6) 

Heath 45 47 47 

(3) (3) (4) 

Lawrence 41 45 43 

(4) (3) (5) 

Lincoln 48 45 46 47 47 49 

(4) (3) (3) (3) (4) (3) 

Combined 45 46 45 

(3) (4) (4) 

Pierce 44 46 46 44 49 50 48 

(4) (3) (4) (3j (4) (5) (4) 

Combined 45 44 48 

(4) (4) (4) 

Runkle 46 46 48 48 

(4) (4) (5) (3) 

Combined 43 46 48 

(3) (4) (5) 

All schools 44 46 47 

(4) (4) (4) 



Grade 


VIII 


53 50 


(4) (4) 


51 


(4) 


46 


(3. 


45 


(3) 


47 51 


(3) (3) 


51 


(4) 


51 48 


(4) (4) 


49 


(4) 



49 

(6) 

49 

(4) 



The scores in this table express the median quality of writing in terms of 
the Ayers handwriting scale. 



Appendix 433 

TABLE NO. 25. 
Holmes Reading Test. 

Speed of Silent Reading. 

Grade Grade Grade Grade 

School V VI VII VIII 

Devotion 249 276 309 237 297 312 312 309 

(60) (66) (72) (63) (66) (54) (73) (63) 

Combined 249 300 309 309 

(60) (72) (60) (63) 

Driscoll 348 

(91) 

Heath 207 290 318 312 

(42) (43) (45) (48) 

Lawrence 354 363 363 363 

(105) (120) (66) (60) 

Lincoln 237 240 264 252 321 294 276 249 

(75) (117) (45) (42) (75) (57) (51) (42) 

Combined 237 264 309 252 

(90) (45) (69) (43) 

Pierce 237 234 237 249 276 237 270 318 318 

(39) (60) (48) (60) (57) (39) (63) (57) (78) 

Combined 234 249 258 318 

(54) (60) (51) (72) 

Runkle 384 321 276 '279 

(122) (66) (54) (42) 

Combined 321 330 276 318 

(84) (54) (52) (69) 

All schools 249 283 309 294 

(69) (80) (63) (69) 

The scores in this table express median speeds of reading in words per 
minute. 



434 School Survey of Brookline 

TABLE NO. 26. 

Holmes Reading Test. 

Reproduction of Passage Read. 

Grade Grade Grade Grade 

School V VI VII VIII 

Devotion 60 63 57 57 60 63 60 60 

(9) (9) (9) (9) (9) (12) (9) (11) 

Combined 60 57 60 60 

(9) (9) (9) (9) 

Driscoll 54 

(6) 

Heath 60 57 46 57 

(9) (9) (8) (6) 

Lawrence 54 57 57 63 

(9) (8) (8) (6) 

Lincoln 57 63 46 51 60 57 54 63 

(8) (8) (8) (9) (6) (6) (9) (8) 

Combined 57 49 60 57 

(9) (6) (6) (9) 

Pierce 54 49 60 54 57 49 57 54 60 

(8) (8) (11) (6) (9) (9) (6) (9) (9) 

Combined 54 57 54 57 

(8) (6) (6) (8) 

Runkle '. . 57 57 57 66 

(9) (14) (8) (8) 

Combined 51 57 63 66 

(5) (11) (8) (6) 

Alls'hools 57 57 57 60 

(9) (9) (9) (9) 

The scores in this table express the median per cent of ideas correctly 
reproduced. 



Grade 
VIII 

68 73 

(9) (6) 

70 

(7) 



(10) 



Appendix 435 

TABLE NO. 27. 

Holmes Reading Test. 

Answers to Questions on Passage Read. 

Grade Grade Grade 

School V VI VII 

Devotion 72 65 69 67 72 72 

(10) (12) (9) (10) (5) (9) 

Coml):iicd 69 67 72 

(9) (10) (9) 

Driscoll 64 

(6) 

Heath 65 70 65 

(14) (7) (9) 

Lawrence 63 66 67 

(13) (13) (13) 

Lincoln 57 58 53 58 68 73 

(13) (9) (5) (11) (6) (8) 

Combined 57 54 70 

(9) (10) (8) 

Pierce 63 63 68 54 72 65 67 

(10) (9) (10) (5) (6) (7) (10) 

Combined ... 62 59 65 

(9) (10) (7) 

Runkle 68 63 67 77 

(10) (9) (9) (8) 

Combined 60 64 71 73 

(7) (9) (8) (9) 

All schools 62 64 68 73 

(11) (11) (9) (9) 

The scores in this table express the median per cent of correct answers 



(5) 


64 75 


(10) (7) 


73 


(9) 


68 77 


(14) (5) 


73 


(9) 



436 School Survey of Brookline 

TABLE NO. 28. 
Composition Test. 

Grade Grade 

School VI VIII 

Devotion 57 62 70 69 

(6) (6) (9) (5) 

Combined 61 69 

(6) (6) 

Heath 67 77 

(5) (9) 

Lawrence 61 68 

(4) (6) 

Lincoln 60 48 65 65 

(5) (4) (5) (4) 

Combined 54 65 

(9) (5) 

Pierce 66 67 73 71 

(4) (8) (4) (7) 

Combined 67 73 

(8) (6) 

Runkle 61 63 

(4) (3) 

Combined 62 73 

(4) (6) 

AH schools ; 61 70 

(6) (7) 

The scores in this table express median per cents obtained on the basis 
of the Harvard-Newton scale. 



L6Je'20 



